The Key Competences Framework, set up in 2006, and revised with the Council Recommendation of 22 May 2018 (2018/C 189/01), aimed to contribute to the development of a quality, future-oriented education and training, tailored to the needs of European society. However, since 2006, European societies and economies have experienced significant changes, digital and technological innovations as well as labour market and demographic changes. And as Mr Teutsch, Head of Unit, DG EAC, European Commission, has outlined during the Key Competences Conference held in Brussels on 14 June 2017, to ensure that the framework remained fit for purpose, it is necessary to make sure that it adequately addressed the needs of today's society, and continued to inspire and influence quality and inclusive education, training and lifelong learning across Europe. During the lifetime of the KECO-4-ALL project, 6 short-term exchanges of groups of pupils, virtual cooperation on the eTwinning platform and 2 joint-staff training events will be delivered involving each school partner (Italy, Greece, Lithuania, Portugal, Sweden, The Netherland, United Kingdom, Spain), in order to find better ways to support the use of the Key Competences Framework and to support competence-based teaching and learning and assessment, linking these to practical application.During the project and after its completion we expect to create a support environment, in which teachers collaboratively explore and implement strategies designed to support the use of the Key Competences Framework to enhance student engagement and learning.Practicing teachers will develop and refine informal and formal assessment tools.Several key benefits of the KECO-4-ALL project will be:1) a fundamental shift from teachers and students talking about teaching to talking about learning;2) an integrated approach, both formative and summative assessments, will be complemented with peer- and self-assessments, constructive feedback, self-correction, etc; 3) An increased shared accountability from teachers and students as a result of the collaboration required in learning from each other;4) A better understanding of learning expectations among teachers and students, which creates engaged classrooms;5) An increased cooperation in learning and teaching within and between schools;The best tools and practices developed and experimented among schools during the short term exchanges (pilot classrooms) will be spread through free-access educational materials, Open Educational Resources and may give rise to replicas that could be carried out in different EU countries. The collection and publication of the final results will contribute to the overall diffusion and impact all over Europe.

This project dealing with the subject of “Effective Communication - Communication skills” united 5 European schools from the Czech Republic, Bulgaria, Italy, Portugal and Turkey. We all know that good communication is at the heart of our social relationships and leads to an increased tendency towards act of kindness and consideration, making people more inclined to help and show their support. Communication skills are also a prerequisite for the successful inclusion of teenagers of different ages and from different socio-cultural backgrounds. It is becoming increasing important that students should be familiar with how, when and where to express opinions and address people of differing social standings in varying circumstances. A strong grasp of these key skills proved to be essential in their search for fulfilling employment in a century where human connections are vital. The project team acknowledged the value of providing students with an education that places a high value on the development of good communication skills as a means to vastly improve their employment opportunities. The main aim of this project was to significantly contribute to the above stated points. The specific project objectives were: a) to raise awareness about communication and its problems among 250 students coming from 5 EU schools over a two-year period; b) to enhance students’ communication skills through the exchange of personal and cultural experiences in a variety of key areas – such as presentation skills, public speaking, cross-cultural communication and intercultural communication, to encourage students to use ICT in order to increase the impact and reach of their communication talent. The project was designed to incorporate the following 4 sub-stages: Verbal & Non-verbal Communication, Barriers to Communication, Visual Communication and Digital Communication. These sub-stages helped us to produce the following concrete results: -questionnaires -Erasmus+ corner boards -logo of the project -presentations of the project to partners -1 silent theatre play -1 e-booklet -5 Time Capsule Messages Boxes -5 presentations on “Communicating for Understanding” -1 Common song -1 Common calendar -1 exhibition “Create to Communicate” -5 Digital stories -“My country’s contribution to the European cultural heritage” -1 Travel manual -2 webpages for the project -promotional materials such as flyers and bookmarks - A DVD of the project. The project was initially for 2 years, but because of COVID pandemic situation, it was extended for 1 more year by the NA. During this period there was 1 short-term joint staff training event in the CZ and 4 short-term exchanges of groups of pupils in PT, BG, IT and TR. The project involved high school students between the ages of 14- and 8 years, teachers, the local community, stakeholders and the local media. A total number of 250 students (50 students per school) were involved in the project at the beginning from which 80 students (16 students per school) attended the international meetings along with 40 teachers (8 teachers per school).Students participated in a variety of team building activities such as cultural quizzes, ice-breaking games, blindfolded games, problem solving tasks that helped participants to realize how they currently express themselves and the importance of accuracy and clarity when communicating. This direct interaction with fellow EU students along with the production of presentations, group activities, artistic moments (prepared for the official openings), and intercultural activities helped participants to understand more fully how peoplecommunicate directly in other EU schools. Communication skills of all the students ‘enhanced as they were given the opportunity to exchange personal and cultural experiences, developed their presentation skills, become more competent and confident whilst public speaking and matured both cross and inter-cultural communication skills. We should also mention the long-term benefits of this partnership on the development of our schools and that school curricula became a bit more international for all of us. The quality of the educational process enhanced, and the image of all the participating schools improved at a local, regional and national level. Cooperation between 5 EU countries contributed to appreciation of each other’s national values and the educational importance of promoting the EU´s strong cultural heritage.

"The project started in September 2016 and lasted for two years. The project was conceived as an opportunity for the European Year of Entrepreneurship - 2017 and its topic “Volunteering A Benefit Entrepreneurship” aimed to analyze all the skills of a young person who will contribute to its easier integration into the labour market, leads his self-entrepreneurship, gets acquainted with various forms of business in different participating countries, and in a wider context, leading to altruism, interest in society to help others and to volunteering activities. The main objective of the project, involving 4 schools from 4 different countries, was to set the criteria for successful implementation of the entrepreneurial idea on the European market.In order to achieve this goal, the following activities were organized: a “Business Incubator” (Entrepreneurial Incubator) and an ""Entrepreneurial Market"" competition were organized in each partner countries where students were supported by mentors, business representatives and non-governmental organizations. Other activities included: presentations on Soft skills, Marketing, Economics in individual countries, Volunteer activities such as Plant the tree, Dance with us, attending various different conferences, visiting companies such as - Pilsner Urquell factory, Agricultural farm, organizing Charity events, Ekoden - Volunteering environmental protection, discussions with experts and shooting promotional videos.The final product was the ""Successful Steps in Entrepreneurship"" guide. This guide presents the obligatory stages and phases that every business plan has to go through from the beginning to the final stage. We created two magazines that map the course of the project and summarize the knowledge gained during the 2 years of the project, a professional dictionary on business economy and marketing, a collection of best presentations, leaflets on professional topics of the project, a report on the meeting with professionals from the business sphere - film. Project outputs are available in electronic form on DVD, on Face book and on eTwinning and schoolweb. We cooperated with non-governmental institutions, formal and informal partners, companies, the media (CT) and our partner College of International and Public Relations, Prague. We presented the project on school open-door days to pupils' parents, general public, companies and others. We also had meeting with representatives of the city administration. The partners of the project were secondary vocational schools from Italy, Bulgaria, and Romania. The long-term benefit of the project is the creation of materials that are used by all schools as references in teaching and presentations during the school's activities."

While the humans want to dominate the nature and lead a comfortable life, they sometimes end up destroying it involuntarily. Numerous dystopian films produced in the past decade are meant to give us a nightmarish insight into what the world of the future may look like unless we start taking care of it. Therefore, through this project, we want to raise students’ awareness about the environmental problems that are produced and perpetuated by human beings that have negative long-term effects on our planet. We want them to be responsible citizens and work towards the goal of leaving a safe and clean world for future generations. We want to turn our schools into green schools in which environmental policies are implemented and respected by everybody. Last but not the least, we want to set a model for our communities and determine other schools to take action in the field of ecology. OBJECTIVES- To exchange ideas and practices with other European countries in terms of environmental issues- To familiarize students with environmental issues and concepts like sustainable development, renewable sources of energy- To raise students self-learning and autonomy by doing research, collecting and presenting data, etc. - To improve students’ creativity, critical thinking and analytical thinking- To improve students’ self-confidence in new environments, to foster their adaptability and flexibility- To enable the development of participants’ intercultural competences, the awareness of shared European values- To improve communication, interpersonal, social skills in multicultural contexts- To promote social inclusion of students facing all kinds of difficulties- To empower and determine students to get involved in their community life - To enable teachers’ development through communication and practice sharing with their European peersPARTICIPANTSThe project is aimed mainly at students, who will be involved in all the stages of the project – preparation, exchanges, dissemination and exploitation activities. The target group of students is made of 1000 students aged 15-18. They are a mixture of various nationalities, social and economic backgrounds, religions, mixed abilities students, both high and low achievers, rural and urban areas, VET or general training students. This is what makes the project so interesting. The fact that we can observe one another and learn from each other about our problems, interests, career paths, opportunities.Out of these, we will select 100 students to participate directly in the exchanges.MAIN ACTIVITIES AND METHODOLOGYC1 – Water is Life (trans disciplinary approach, water as a source of life, water shortage)C2 – Keep our environment clean (recycling, waste management) C3 – Breathe and Let Breathe (air pollution, air quality) C4 – Global warming issues and renewable energy for sustainable developmentC5 – Take action to build a clean futureIn order to prepare for exchanges, students will do research, interview school mates, parents, acquaintances about the environmental issue addressed. Also, students will talk to local authorities and local NGOs in order to see what the local and national policies are, how schools can get involved. These findings are shared with partners during exchanges. The exchanges include activities and presentations developed by students for students, but also teachers coordinated activities in which students work together in order to do topic-related STEM projects. For C5, students implement and share environmental awareness campaigns.RESULTSOur results consist of initial and final evaluation documents, students’ surveys applied in the local community, online quizzes for other school students, brochures about environment issues, presentations of schools, countries and environment problems, statistics and reports, STEM projects, flyers about recycling and responsible use of water, campaign posters and methodology, videos, pictures, dissemination platforms and tools.IMPACTThe project is expected to result in numerous positive changes at the level of all partner schools. First of all, the relationship between teachers and students will improve, and so will the relationship between the school and the parents. Parents will become more aware of the key role that the school plays in developing the future citizens that will contribute to the development of the community. Local authorities will see the schools involved as a dialogue partner and will support the students’ initiatives, both the ones in the project and the future ones, because we expect that students will develop new initiatives and will become active in their community. NGOs will become our partners and we will develop future projects with them.Therefore, the schools will increase their collaboration with local institutions and will improve or boost their image in the community. It will benefit from more active students and teachers who will feel motivated by the participation.

"<< Objectives >>The students will improve digital skills, many students will contribute to the creation of new mobile apps actively. All students participating in transnational meetings will also improve their knowledge of foreign cultures, their communication skills in English and other languages of the partners countries and they will also develop tolerance, mutual respect and intercultural understanding. All project team members and students will improve organisational, team work and data processing skills.<< Implementation >>The implementation stage mainly includes the organisation of activities before, during and after the transnational events. The evaluation will take place through out the project and the finalisation stage will include accumulating the project results There will be 5 LTTAs (2 of them virtual)1 - MOBILE APPLICATION AND EDUCATION2 - ANDROID STUDIO BASICS (virtual)3 - RELEASING A MOBILE APP4 - MOBILE APP FOR LEARNING ABOUT THE EUROPEAN UNION (virtual)5 - CREATING APPS FOR SCHOOL PURPOSES<< Results >>Project results will include a coursebook entitled ""Mobile Apps Help"" that can be used by other teachers for developing apps, lesson plans for teaching about mobile phone apps, mobile apps developed by students, the project website, criteria for evaluating mobile apps, active involvement in the development of mobile apps, improved digital skills and better English language competence as well as tolerance, respect and understanding for other cultures."