""" Quote: ""We need a new learning culture!"" (education scientist Prof. Felix Rauner/University of Bremen) ""Already in the Kindergarten contacts to the world of work should be built, for example when master craftsmen tell the children about their work ..."" (Source: http://www.sueddeutsche.de)Based on many years of experience of the partners, current statistics and the strategy of the European Union, the basic question was:What do young people need for a successful way of life, how can the social environment of the family, educators and educational institutions, educational biographies have a positive effect? How to achieve optimal transitions? Although there exist many offers and support possibilities for young people in Europe, the high number of early school leavers and vocational training dropouts present a constant challenge!During the period from 01.09.2014 to 31.08.2017 10 partners from 5 European countries were involved in this project The partners came from different fields of work : pre-school, Primary school, secondary School, vocational school, comprehensive school, project: ""Peer to Peer"", Youth work, Adult education. It was the aim of this partnership to use the experiences of the ten project partners to create one common document with advices and good practice examples that can be used as inspiration for institutions all over Europe to improve their work with children and youngsters in the field of transition.The core topics of our work were:1.) Prevention of early school leaving2.) Prevention of vocational training dropout3.) Networks and structures for the improvement of transitionThe innovative aspect of this project was the holistic approach beginning in preschool and reaching over primary school to secondary school to vocational schools to young adult education and youth work. During our work, parents, stakeholders, companies and institutions but most importantly, the young people themselves, were involved. Essentially, it was possible to have a continuous exchange with the partner organizations and to get practical experience at 8 transnational meetings, 10 Job shadowings and 2 teaching assignments. In addition, there took place 5 multiplier events and parent-teacher conferences, model projects as well as a lot of specialist events. During the three project years the partners exchanged many experiences, approaches and good practices. We visited each other, got to know the work of the partner institutions and learned about strategies and projects in the different countries. We started to adopt ideas from the others, formed new partnerships and were able to integrate the experiences from this project into our own work.Examples include the installation of a language class according to the Finnish model, the improvement of the transition between elementary school and regular school, including the social worker of the regular school and the pilot project vocational orientation in primary school.In 2015, a survey on the three core topics “Prevention of early school leaving”, “Prevention of vocational training dropout”, “Networks and structures for the improvement of transition” was conducted in all partner organizations. Participants were more than 2000 students, parents and educators. The results of the questionnaire can be found on the homepage www.consistentway.eu. It was interesting, that in all the partners’ countries the results were similar: start early, be practical, be individual and don’t forget the parents!.This study was the basis for the further work of the partners during the following two project years as well as for the creation of the 60-page Guideline, as a result of the European project “Consistent way…” , with 32 good practice examples of the partners.In order to secure the project sustainably and implement concrete practical models, a sustainability concept was developed together with the partners.We wanted to make this project a success – and we sure we did."

CONTEXTIrresponsible consumption of clean water may easily lead to a crisis and chaos that would affect billions of people in the near future. Bearing this reality in mind, we have set on a mission to change how people deal with water and we would like to change these patterns/habits, inoculating proper attitude into the minds of today’s young generations: we want our students to turn the topic upside down and inside out, to learn about water usage as it used to be regarded by our ancestors, and the way in which we consume it nowadays and the effects of illogical consumption for the future of human beings. We want them to become active promoters and defenders of responsible water usage, to initiate local campaigns “Save the water for your future”, to analyse people’s behaviours towards water and water sources in their local communities and share them with their partners. Also, throughout the project, we want to investigate and come up with a plan to turn our schools into water-friendly and eco-friendly schools and make local authorities implement this common plan on several institutions in our areas, so that we can make a real difference in the end.OBJECTIVES1. to raise knowledge about water and water sources from different perspectives – cultural, literary, scientific, artistic – at least 55% of students2. to develop students’ awareness about the importance of water for the humankind – min. 60% of students3. to help students to identify general problems about water shortage and personalize them to their local context4. to encourage students’ civic engagement in community issues related to ecology and strengthen the role of the school in the local community5. to improve students’ soft skills cultural awareness and creativity6. to improve their language and ICT skills 7. to create a network of Water-friendly and eco-friendly schools and expand it with the aid of local authoritiesMAIN ACTIVITIESC1 – Water in the past – literature, folktales, art C2 – Water and health – P.E. perspectives, BiologyC3 – The Science of water – Geography, Science, Maths C4 – Water in the future – Eco-campaigns on excessive consumption, pollution. C5 – Making our schools sustainable water consumersIn the LTTAs students will work on each topic applying questionnaires and analysing the results, writing poems, creating paintings, posters, organizing local campaigns to raise awareness about water depletion to develop their school premises and turn it into a water-friendly and eco-friendly school. They present all their work in video conferences on eTwinning.PARTICIPANTSStudents will be the main actors in both local and transnational activities. The age range of the participants in exchanges is 12-14. These students will be accompanied by 2 teachers in each project meeting. The profile of the accompanying teachers will be related to the sub-topic of each exchange.For C5, participants are 3 teachers from each partner school (a total of 12 teachers). They are the school head teachers, the project coordinators and one project member that coordinates the Water Friendly School (WFS) plan and its dissemination and sustainability.RESULTSPoster, films about local water supplies, creating maps of water sports facilities in their regions, applying surveys and questionnaires on local citizens to measure their water consumption and observing the goal of water consumption in households before and after the project implementation to measure the impact. They are involved in organization of local campaigns to rise people’s awareness about the effects of illogical water consumption, make leaflets, parades etc. Together with teachers, they recognize illogical water use in the schools, so that they can come up with ideas to make the school water-friendly. During the exchanges, they observe lessons about water, are involved in cleaning environment, physical activities (e.g. water sports, hiking), create artwork, write and sing songs and design posters in multicultural groups, will go on field trips to take water samples and measure drinkability quality. Toward the end of the project, students and teachers make a plan to turn the school into a water-friendly environment. These plans are presented by the teachers during last meeting (C5) and adapted into the final version, which will be given to local authorities that will extend the use of the plan to more schools in the regions.IMPACTSchools will gain a good prestige by involving the students and teachers in community issues and trying to raise awareness about local problems that can affect the life quality.Schools will also create an example of eco-friendliness that is expected other schools to follow. The problems related to water are only one part of the environmental issues we are faced up with, so we can continue improving projects on these issues.

The project addresses students aged 10-13 originating from five schools in five countries: BG,IT,PL,RO and TR. The project concentrates on the issue of social exclusion (as far as absence of basic skills is concerned). To achieve our aim of inclusion, we will implement in schools and during free time activities new strategies and methods of teaching using collaboration and inclusion.This project proposal addresses the specific needs of pupils from every partner school, on account of the four identified common problems which greatly influence the academic success of the students : a) the absence of social inclusion; b) the absence of basic skills; c) the absence of parental support; d) the absence of socio-economical means. All five schools have carried out the analysis of needs in their schools by analyzing teachers’ views and by administering basic surveys which assess the four setbacks.Prior to developing this project, we did some pre-work on the new strategies and in the end we designated five new ones to employ in our project. One of these methods will be used by every partner school in its school background and its results will be examined and assessed. These results will be also shared and analyzed by all the partners during their project meetings. After the two years’ implementation period, five new strategies will have been implemented and assessed. The participating schools will carry on applying these strategies and methods in their schools depending on the analysis and the rate of success.Our purpose is to develop new strategies for these particular schools so that they will increase their means of preventing school abandon through an international partnership based on collaboration and on the various good practices in each school. The project aims to identify methods to promote inclusion of disadvantaged students in community activities and on the labor market.The partner schools will put into use new links between formal, non formal and informal education to provide our students with solutions to fight against these four problems and to present them with real opportunities for their conduct.Objectives:1- to encourage the inclusion of excluded students, of students who are deprived of basic skills, of students who are at risk of abandoning school and of students with special needs by giving a helping hand in promoting their inclusion into mainstream education and into society.2- to implement new strategies to fight social exclusion, absence of basic skills and school leaving.3-to carry out new methods in regard to the social and emotional development of the child as a component of students with special educational needs ‘ practical curriculum.4-to put to the teachers’ disposal various methods of education and to exchange good practices.Number and profile of the participantsPupils/ teenagers: The project will focus on excluded students and as a consequence 180 students in total will actively participate in the project activities and about 1200 students/ teenagers will be indirectly affected.Educational staff/ Adults: 30 teachers in total, divided into teams of five, from very partner organization, will actively participate in the project, including: an English teacher, a Math teacher, a School Counselor, an ICT teacher and a Physical Education teacher/coach. About 150 other teachers/ adults will be indirectly affected.Administrative staff: The head teacher/ chairman and a deputy of each school will participate in the project and about 36 administrative staff will be indirectly affected. Families: 300 family members in total will participate in the project, will help the guest countries to familiarize themselves with the host country’s culture and traditions and will cook traditional food for an international evening.Local community: The local community will represent an important tool for disseminating the project to a larger community and it will involve the local press, the municipality, the PTAs, the directorate of National Education and so on.Outcomes and impact:All through the project the five partners aim to generate short-term and long-term tangible and intangible outcomes as well and to obtain the biggest possible effect on upcoming projects and on policy processes including: guiding students to surpass the absence of self-esteem, creating the project website to ensure non-stop access to general information about the project’s activities, development and outcomes, publishing newspaper reports and designing on-site panels and brochures to brief other people about the project’s general framework and its main outcomes, organizing a multiplier event, communicating, developing students at risk’ s cognitive skills and promoting effective partnerships between trainers, educators and community organizations.

""" Let's create our book together "" project aims to be an education project predominately centered on “ENHANCING BOOK READING, CHANGING INTO PRACTICAL ACTIVITIES” and taking students to read much more, to be more active through their participation in different activities such as ICT, Arts, Literary, Media, Social and Volunteering. Its main move is “ACTIVE AND EDUCATED CITIZENSHIP”. This partnership is developed by schools from PL, GR, IT, LT, TR.OBJECTIVESOur students will become active readers and they will improve their skills on how to create their own quality products from the books they have read. We will endeavor to make books more important again since they are a vital source for real information. With this project, we will manage to increase the amount of reading books in our schools’ curricula. With the project we will decrease the lack of book reading and increase the average level of book reading in our schools’ curricula.ACTIVITIESTwo types of action are included in this project.-Students will read different kinds of books such as Novels, Poetry, Biographies, Philosophy.-They will improve their literacy levels and will develop activities such as SCENARIO, writing essays, creating a poetry magazine, filming and editing short FILMs. Each partner will read their own national authors and, when they come together in the LTTA meetings, they will share them and produce their activities together.METHODOLOGYWe will create project clubs in each partner school and will invite the students to join the club. A minimum of fifty students will be involved. Five different teams will be formed: Literature Team, ICT Team, Culture Team, Magazine Team, Arts Team. Each team will have tasks for a certain period of time regarding the different planned stages and activities of the project. There are four LTTAs in two years and 1TM at the beginning of the project. Teachers will involve the students in order to do all kinds of activities (book reading, creation of scenario, magazine, making short FILMs, etc)PARTICIPANTSIn the project, students are our main target and its stages are planned for them. Teachers are coaches and beneficiaries in this whole process. Other participants included are the administrative staff. Side beneficiaries of the project are parents and local community as they will be our main target groups for dissemination.IMPACTThe project "" Let's create our book together "" will have a positive impact within all the partner schools not only due to the direct contact and collaborative work among students and teachers from different countries, but also because of the shared good practices concerning reading books. This good practices sharing will take students to read much more, to be more active through their participation in different activities in the classroom as well as in cultural activities in the local community.StudentsGetting students involved in a wide range of activities – book reading, designing and creating book, magazine, taking scenario and writing essays – will help them develop new skills and make them more active in their daily life at school, at home and in their local communities, allowing them to raise learning processes as well promoting socio-cultural heritage through books.Students will develop and boost their self-esteem as they will be appreciated in international contexts by participating in LTTAs workshops that will stimulate creativity and, at the same time, will help them reduce stereotypes and prejudice. Team work and ICT skills will be developed, making students prepared for the future labour market and their lives. Having the possibility to organize an international brainstorming will increase students’ dynamism, citizenship, respect, responsibility and courage to act as future leaders and as active citizens in their communities, in their own countries and all over Europe. By preparing presentations about the books they read, their school, local community and country and making videos to disseminate the mobilities, they will be able to develop their public speaking skills and communication in English.TeachersTeachers will have the opportunity to share professional and cultural experiences by organizing school activities, local activities and international meetings (LTTAs) within the project. They will be able to explore and learn about other educational systems, pedagogical and methodological approaches and tools concerning teaching reading, according to the European standards in line with the Organisation for European Cooperation and Development (OECD)."

THE environmental issues are the needs of all five partner schools that will take part in the project. We also want to develop their skills of ICT and English because communication is the most important tool for succeeding in life. Nowadays, environmental protection and environmental management have become areas of global importance, therefore requiring environmental programmes starting from early ages.1.Personalized and Adaptive Learning2. Gamification3. Video-Based Learning4. Digital Story Telling5. Project-Based LearningEvery partner of the project has the belief that NGOs, public bodies involved in environmental problems, universities and institutions should all be involved in our project. They can organize workshops, conferences in our schools and connect them with Environmental Education. Using innovative strategies, new methodologies teachers and students will have opportunity to get better professional skills and exchange good practices. As well our school will provide to society a higher educational level, our students will be able to do researching work, will present, analyse, experience and find solution.The main goal of our project is to raise students' awareness by teachers´ involvement in contemporary environmental issues. İt is important to enrich their knowledge through new methods of teaching and learning and to make them to search by themselves in order to present to their peers and school community through experience, analysis, production, collaboration and communication.The main goal we want to achieve will be done through these objectives:• To enhance students’ awareness about environmental issues• To motivate students in thinking critically and globally and• To determine students to be actively implicated in ecological activities• To encourage students in using foreign languages in conversation with emphasis on English• To improve their communication skills with students of different cultural background• To promote the integration of new strategies such as Personalized and Adaptive Learning, Digital Story Telling, Video-Based Learning, Gamification and Project-Based Learning in their school curriculum.• To promote Content and Language Integrated Learning in the domain of Environmental Education.• To improve the level of ITC competences and skills .• To develop tolerance, mutual understanding, active citizenship, critical thinking, cultural and linguistic comprehension.• To provide a European dimension to their schools• To improving teachers’ scientific experience and the knowledge the new methodologies.Our target group will include students of 3-15. They will be the main group who will be involved in all activities, except mobilities where only teachers will participate.All partners will deliver the products:• Website of the project• E-twinning space of the project• Posters on climate change• Games on the subject of pollution• A plan to increase recycling in schools• A digital story book of endangered species and deforestation• A plan of a new city where sustainability is paramount• An e-booklet of the international and local NGOs working for environmentOur target group will include students of 3-15. They will be the main group who will be involved in all activities, except mobilities. They are too young to travel abroad, but approximately 400 students will be indirect participants and be involved in local activities and eTwininng on line mobilities. Our project’s outcomes and outputs will have an effective potential. On schools’ web sites, and on the official project’s web sites all materials will be available for other schools and teachers. After the project ends we will continue to produce materials and work with students on the topic. All materials will be posted on line even after the project ends. Any European school will be able to access them. At the teachers level, we will improve teachers management skills, their competence will be better as they will work with new methods and methodologies. Students will develop their digital skills. Both will gain experience and they will improve their self-confidence, self- awareness, communicative skills, problem solving abilities, and critical thinking.Most of all, our schools will deliver quality teaching programmes at an European dimension.