We have tried to develop an ambitious and multidisciplinary project that has tried to involve the majority of the departments of the participating centers. Sometimes, educational systems (at least ours) overestimate the treatment of content and leave more to the margin the importance of methodologies, often working teachers with elements and instruments of low motivation for students.In this way, and within the line of work of our European development plan that began 4 years ago, we have tried to carry out a questioning of the methodological approaches, a renewal of ideas and approaches of teaching work that was also integrated within the internationalization process to try to adapt all this to the new educational realities of the 21st century.Thus, the International Fairs of Knowledge have allowed us to work in the pursuit of these objectives, trying also that other European centers could join this idea of ​​methodological remodeling and together cooperate and learn from each other in the approach and work with new methodologies.The primary objective has been to promote the exchange of good educational practices from a broad perspective. Each center has worked for a month on previously scheduled topics. It has always been about flexible topics so that each center and department could adapt them to their realities and curricula. Thus, all the centers have worked on the same subject at the same time, but using different methodologies such as Visual Thinking, Flipped Classroom, ABP, role-playing games, dramatization, gamification, augmented reality ... thus seeking the methodological differentiations of the same theme.The main product extracted from this project is, in addition to the experiences and enrichment lived, the conclusions obtained after the teaching and learning processes, which have been compiled by the coordinating center and will be published and disseminated through various channels so that others Teachers can study them and benefit from them for their daily work by observing the different steps of the process, advantages and disadvantages of each methodology used.To further promote the empowerment of these new methodologies we have held a Knowledge Fair every quarter at the headquarters of the partners involved in the project. In them the works and products achieved during the quarter have been presented, conferences, round tables, workshops, exhibitions on educational themes and methodologies have been held ... all in a context of intense exchange of good educational practices. In this way, the profile of the participants has clearly been formed by students and especially teachers to try to learn new ways of working. In addition, broader profiles have been sought as educational authorities, teacher training centers, representatives of universities and even parents of students who were interested in analyzing these new educational methodologies that are being implemented first-hand.The project has always tried to serve as an incentive to promote and disseminate methodologies, ideas and activities; discuss about them, compare them, analyze their suitability according to the themes, subjects and curricula. It has also offered the opportunity to both students and teachers to expose the educational processes in which they have been immersed trying to serve as a model for other teachers and schools to follow.We counted for all this with the main participation of 4 educational centers besides ours (at the beginning there were 5 centers plus ours but the center of Scotland decided to abandon the project). Other institutions such as university faculties, town halls, teacher training centers, private companies, communication media ... all with the intention of increasing the impact of the project as well as its impact have also been involved throughout these 2 years of the project. diffusion.It has been, in short, an intense period of work in methodological innovation and of course recycling for teachers as well as a great way to develop collaboration tools, obtaining works and quality products, improving communication competence (especially in English) and development of the European culture in general that has allowed us to continue with our process of internationalization and modernization of the center as well as an awareness of the vital importance that today has the use of new methodologies, computer applications and resources ICT for education.

Educators throughout the world always have their students' best interests at heart when preparing their students for the future. Unfortunately, we as educators are not always able to keep up with the changing world and the competences that are required of us or our youth who will face the demands of the 21st century. Therefore, we as educators, together with our students, need to look for new ways to upgrade skills for employability. In a fast and changing world, our youth need competences that will not only help them to learn about these skills but will supply them with the opportunity to experience these first hand. The main objectives of our project, Y.E.S.-Youth Empowering Skills for the 21st Century will be concerned with investing in education and training to develop skills through social entrepreneurship and open and flexible learning.Students need to build more self-confidence through creativity, innovation, hard work, motivation, knowledge, communication and understanding. Transversal skills such as the ability to think critically, take initiative, problem solving and work collaboratively will prepare individuals for today's varied global labour market. However, our project does not have financial profits as the main goal, but is concerned with creating a project, event or business that tries to find innovative solutions to economic and social problems by bringing the learning experience closer to the reality of the working environment.The participants in the project have worked to create new contacts and collaboration with local, regional and European entrepreneurs. Involved in the project there has ben 110 16-19 year old students from upper secondary schools in Italy, Spain and Sweden including 10 -15 students with lesser opportunities. The activities included are the process of creating innovative and entrepreneurial ideas with the help of teachers, mentors from the local communities, collaboration between participating schools to try and find what skills and competences are needed not only in their own countries but in a 21st C Europe. Interviews with local entrepreneurs have been conducted to establish what competences are needed to promote skills such as entrepreneurship, real-time problem solving and creative thinking. Comparisons and collaboration between countries concerning interview questions, ideas, etc have been conducted through ICT based tools and disseminated on the eTwinning-TwinSpace portal. The project has also included training and implementation of TBL-Thinking Based Learning methodology to enhance learning outcomes and the quality of teaching and learning. The results have been more valuable insight into the solving of social problems through social entrepeneurship, broadened collaboration with local and European mentors and coaches, increased collaboration between students in analysing the different steps involved in creating a SSR -Student Social Responsibility and recognition and experience of the skills needed.The creation of the Y.E.S. Handbook will help educators and other stakeholders by providing information and insight into the process of building SSR's, into building our students' creative and critical thinking skills (TBL) and by supplying examples of creative, innovative and responsible projects that will aid other organisations in working with and implementing student social entrepreneurship in their curriculum, schools and local community.The long term benefits for the students in the project will be the increase of self confidence as a result of the experiences which will lead to an individual who can meet and take part in a changing world with many challenges. Social and economic development are difficult to predict and the EU countries have different problems to cope with. The students have been educated and equipped to solve problems by themselves. Their innovative and critical thinking skills from the implemented project activities will remind them of how to act and work by taking initiatives when conditions are not as advantageous in the community or on an international level (EU). We are convinced that all students in the project will be equipped to meet possibilities and difficulties i.e. a new generation of self confident, empowered youngsters who can support themselves and others. Certainly, the Y.E.S.handbook will remind them of how to organise and interact with corporations and institutions for long term benefits.

"The project 'Media Literacy' has a two-year duration, it is coordinated by school “IIS Margherita Hack”, formerly IIS Baronissi (Italy) and it involves two more partners: Vocational High School of Power Engineering and Electrical Engineering, Galabovo (Bulgaria) and ""Barcelinhos Secondary School"" (Portugal). The project is based on the following considerations and needs: nowadays we observe the increasing impact of media, especially digital, on society’s formative processes.It is important that teachers take into account seriously students interests in media and help them express their interests and viewpoints by using the media.The changes and dynamics in the public life in the 21st century also impose the need of a rapid adaptation of the educational sphere meaning that teachers should constantly improve their competences and adapt to the fast-paced changing educational realities in terms of new innovative teaching methods and approaches. The main objective of the project is the acquirement of media literacy competences (including digital and information literacy competences) of the students understood as the ability to access media, understand and critically evaluate different aspects of the media and media contexts and create communication in a variety of contexts. The project also aims at the exchange of experience and good practices between teachers along with elaboration of suiting activities and approaches in order to promote media literacy among a wider educational community which can be subsequently integrated in teaching practices. By participating in the project the profile of the teaching profession will be strengthened by supporting them to deliver high quality education and adopt new innovative methods and approaches.The project foresees the realization of:- n. 3 Joint staff training events, one in each partner Country of the project. Each of these training events will be attended by 2 teachers from each partner school. - n. 3 Transnational mobility activities of students. Each Mobility activity will be held at the same time as the related training activity for the teachers (5 students from each school will participate in each of the 2 mobility that will be carried out by each school); each student's mobility flow foresee the presence of n° 1 accompanying teacher to support the students abroad. During these transnational events for students and teachers different topics will be treated, such as: media, media functions, freedom of expression, media content creation, disinformation, ICT tools, new learning and teaching methods through ICTs. Different innovative methods and approaches will be applied and adopted. The envisaged activities in the project will take the form of exhange of practices, presentations, demonstrations, role-plays, individual and group tasks, simulations, group discussions, brainstorming, mind maps, etc. Each activity abroad will be supported by eTwinning virtual activities and they will be implemented either before and after the mobility. For the provision of each transnational activity, teaching and learning materials will be prepared by each school in English and then they will be than translated and made available to the broader public on the project web page, on the sites of partner schools as well as on eTwinning. The project also involves the participation of students and teachers who will not take part in the activities abroad, but that will actively participate in the project through virtual exchanges (Skype, eTwinning), preparatory activities of meetings and materials, activities that will take place within the partners during the two years of project implementation. All the participants will be selected according to a jointly pre-defined selection criteria.The expected results of the project are the following:-development of essential media literacy competences – ability to search and filter information and content, evaluate and analyse media content, deconstruct media messages (source, audience, text, subtext, persuasion techniques, point of view, etc.), create own media products (presentations, videos, websites, etc.);-development of critical thinking, problem solving, analysis and evaluation competences, critical understanding skills, etc.;-teachers exchange of best practices with foreign colleagues, share and discussion of ideas, observation of different teaching approaches;-establishment of a transnational cooperation, creation and deepening of partnerships. In the long term it is expected that new innovative teaching methods and approaches will be integrated in the teaching practice long with the development of strategies to promote media literacy while delivering lessons in teacher’s subject areas."

"By signing the commitment to take into account existing projects, good practices, new trends and possible scenarios that are emerging, the project responds to the request for a change in education and focuses its mission on improving the ecosystem of VET as a tool for social and cultural change.The project responds to two priorities that are closely intertwined: the professional development of teachers, trainers and tutors in the field of vocational training and social inclusion, in a perspective that considers the professionalism and growth of awareness of the staff teacher indispensable condition for an inclusive educational system for all.The general reference context of the project is the one outlined by the United Nations Convention on the Rights of Persons with Disabilities and the one established by the European Accessibility Act. From a more specific point of view, the project context refers to the principles promoted by the Agency for Inclusive Education Systems and to the specific activities carried out by the Agency in this area.Enhancing, in particular, the results of two initiatives carried out by the Agency (""Education and vocational training: policies and practices in the field of education for special needs"" and ""ICT4IAL"" - Guidelines for accessible information) the project is to identify and implement - starting from the reference context that characterises each single partner organisation - strategies and concrete methods for the application of the principles of accessible information and training.The project has the primary purpose of compiling, evaluating and putting into practice, in a process of co-construction of content that will involve both the main target group and the final beneficiaries, a Declaration of intent on accessibility, as a reference document for the promotion and application of accessibility policies in the educational context and, above all, in the production of information and educational materials.The concept of the project stems from the particular attention of the leader in relation to the issues related to accessibility of communication, from a collective reflection on these issues and from an internal self-evaluation research conducted by each individual partner. Through the self-assessment process, we have analysed the following elements characterising the information and training profile - regarding the digital materials available online - of the partner organisations:1. standard of accessibility of the website of each organisation (the websites have been evaluated using the WAVE Web Accessibility evaluation tool);2. standard of accessibility of a sample of documents issued on the website by each partner (pdf, word, PowerPoint, video, etc.)The collected data provided an updated profile on the accessibility level of the online educational materials of each organisation and, even if not exhaustive, show that most of the tools presented are not accessible or only partially accessible. Furthermore, the self-assessment has shown that none of the partner organisations has an official Accessibility Statement or a Declaration of Commitment. In line with priorities and objectives, the project affirms a ""user-involved"" and ""user-centred"" approach and includes the direct involvement of people belonging to the priority target group, and of people with disabilities and special educational needs, in their role of end users.the entire staff of each organisation will be asked to respond to a questionnaire for the precise definition of the status quo on the subject within the individual organisations. Some, among these people, selected on the basis of criteria such as: competence, interest, previous experiences, etc. they will participate in a series of transversal meetings aimed at co-designing and implementing the final document. These meetings will also include a representation of people with disabilities and special educational needsIn summary, the applied methodology consists of the following phases:design and implementation of an internal questionnaire,analysis of collected data and implementation of a final reportplanning and implementation of a series of co-planning meetingsprocessing of the final documentevaluation of the documentcreation of a specific medium-term follow-up documentpromotion of the document within each organisationpresentation of the document to political decision-makers with a local and regional profile.After the closure of the project, after about six months the partners will measure the results achieved: the data collected will be analysed collectively to verify their strengths and weaknesses in a perspective of strengthening and widening the activities."

This project was aimed to work with our Secondary School students (12 to 18 yo.) in order to present the production and introduction to the market of products made out of recycled materials, do research into the economic viability and then transform all that into a business plan.This entrepreneurial venture was the thread which allowed us to use RECYCLING ART to connect as many subjects as possible in order to give our students a new perspective about COMPREHENSIVE EDUCATION and develop the different kinds of intelligence so every pupil can be aware of their own abilities sharing the DIVERSE POINTS OF VIEW that the different countries and cultures taking part in the project can contribute to.The project worked with RECYCLING ART from two different perspectives:- From the entrepreneurial point of view to develop an entrepreneurial attitude,- From a creative way connecting the different curriculaBesides, this project has brought us the opportunity to implement co-training activities for teachers based on each partner's strongest points.Our partnership is made up of 5 secondary schools from different countries: Spain, Hungary and Slovakia, whose schools are bilingual in English, an Italian one, which is a vocational school and has recently become bilingual and, although no bilingual, a Greek school where English is taught up to a B2 level. Each school has a strong and different ICT skill, which has been essential for the project implementation. In our schools and at a national level we do not have a specific strategy for entrepreneurship education, except in Spain. We all have highly motivated students coming from different backgrounds and in some of our schools we can find some students with minor special educational needs, who need activities aimed to develop and enhance basic skills. OBJECTIVES:- Foster the awareness of the importance of minimizing the harm we do to the environment- Develop more attractive education to prevent drop-out- Enhance teachers' professional skills, including new pedagogies and ICT and CLIL based methodologies- Foster positive attitude towards the European project and the EU values - Improve the use of English as our common language to communicate - Increase the level of digital competence- Promote entrepreneurship education to develop active citizenship- Promote teachers' and students' mobility- Reinforce cooperation among partners from other countries- Foster multidisciplinary and inter-disciplinary approaches- Facilitate the validation of non-formal and informal learning and its permeability with formal education pathways- Reinforce comprehensive education to foster the assessment of transversal and key competences- Facilitate the use of EU recognition tool EUROPASS- Develop artistic skillsACTIVITIES AND METHODOLOGY6 Transnational Project Meetings have been held, one at an early stage of the project to make the most important decisions on working plans and the other 5 within the following two years.4 students per country participated in 5 short term exchanges of groups of pupils where 5 open-Air Recycling Art Market, one in each country, were organized. There, the products made during the project (sculptures, videos, mechanic recycled devices, decoration products, etc) have been displayed and ready to be sold. The content was based on a collaborative methodology starred by our learners although supported by their teachers. They have taken part in every stage of the project: planning, organization and assessment.Teachers were also a target group, taking part in 5 short-term joint staff training events, which activities were specially designed according to the needs faced during this project (web design, robotics, ICT, video editing, entrepreneurship and how to develop basic skills through artistic forms of expression) or in our daily work, either now or in the future (ICT integration in teaching and learning, CLIL methodology, integration of students with special needs, etc.).Now our schools have more modern and motivating teaching methods to prevent early drop-out, supporting an ICT-based, holistic approach of teaching and learning, reinforcing English language and basic skills. As we worked with recycled materials, we have raised consciousness about the need of promoting a more sustainable entrepreneurial point of view in our students so that a proposal about a good waste management can be implemented in the future at a local or regional level by our authorities.One of the added values for our schools has been their internationalization. This fact has ensured a common field to work with our partner countries and it will make us take part in regular exchanges (mobilities and on-line via eTwinning) after the project has finished, which will be beneficial for students, teachers, our own institutions and NA's, sharing on-line resources, workshops, seminars and talks.