The indirect intentions of the projects are to treat the school as a home where are constructed with care, love&respect subtle lines of students personality&a responsible behavior which can be multiplied&activate in the family&community day be day, as a habit.By perspective of live long learning, we are proposing a plan for grow, a learning construction for reducing the negative effects on human health, environment balance, but also aesthetic of environment, a working style in clusters with 5 main nodes (the cluster school leaders) which can activate the other schools, as part of a nodes in a network. Here it is not just a simple construction of a network, but activating it, the project partners as cluster leaders involving other schools near&enforcing the project impact as a wave, from the closest to the farthest by central nodes (individually, but institutionally, too). Human health, durable development, circular economy&conserving a clean&safe environment are common imperatives of any educational system which is respecting the values of Alive; in this way, the schools should be a strong active partner for authorities &private business, designing& implementing a Smart Waste Management Strategy for All (including disable persons) in schools on 5 R: Reducing, Reusing, Recycling, Recreating, Revaluing, constructing trust relationships, allowing curiosity, engagement&more control to the team work.The project objectives are: O1-Activating a cluster scholar community with 6 leader schools (6 direct project partners)&12 indirect schools (2 schools each partners)for school growing&community health;O2-Development of cluster leadership competences for 36 teachers of project partners & min.6 teachers by cluster schools; O3-Development of key competences&independent life skills for min. 36 teachers & min.120 students of project partners&min.6 teachers of cluster schools. O4-Increase responsible&active citizenship, including digital one, for min.36 teachers &min.120 students of project partners&min.6 teachers of cluster schools. O5-Development of a smart waste management strategy/plan for schools (collection, reducing, reusing, recycling,recreating&revalue) by separate waste collection service, the health& sanitary of existence practice, clean water, space&air, aesthetic of environment. Results:1 scholar cluster by 4 national clusters with 2 schools &1 cluster with 4 schools (RO: 2 by urban & 2 by rural areas),5 Plans/Strategies for Smart Waste Management&Heath prevention in school, 5 Digital tools for monitoring waste selective collection &safety practice in schools, 1 interactive webspace, 1 FB page, 6 mindmaps for waste collection service, 6 smart-waste bins for visual impairment, min. 6 Special Keys for broke the bag plastic habits in daily life, min.12 creative objects (by recyclable or non recyclables waste) with aesthetic value, 6 Alive corners& 6 ecological areas in schools, 6 events as Months of Waste, 1 study/article with ISBN, 30 original badges, 6 follow-up events after mobility (1 by each): 2 workshops for teachers as eTwinning events, 2 workshops for students, 1 brainstorming with an entrepreneur, 1 national competition for the best recycling idea, 2 public events in a public place for dissemination, ”To Care as a Duty!”-an ISBN Guidance book for students, teachers, parents, youth leaders, increasing the key competences for an independent&safe life in a community for min.42 teachers & min.120 students, increasing the cluster leadership skills for min.42 teachers, reinforcing the active&participative dimensions of citizenship for direct&indirect participants. The direct participant groups are: teachers who are working in the partner schools (min.60 teachers) and students of them by age interval 10 -18 years old (min.240 students); in these categories there are also min. 36 teachers and min.120 students by 12 cluster schools who will be involved directly in mobility in the moment of hosting, but also in other common project activities in the project partners schools (national nodes of the cluster). By total of min. 240 students in partner schools are included min.60 students with fewer opportunities (disable, with economic/social obstacles, cultural disadvantages, min.10 students by each project partner). The project proposes 6 mobility in school partners as: 2 Short-term joint training mobility for teachers (in Romania 1& Greece), 4 short-term exchanges of groups of pupils (in Romania 1, Croatia, Lithuania&Turkey), but also complementary common learning activities monthly, including follow-up events, dissemination actions, monitoring&evaluation of the project stage, organisational activities reported to management &implementation of the project.

"The project was started with the background of one of the biggest crisis in the history of the European Union. In 2016, five schools from Austria, Turkey, Italy, Romania and Greece found torgether to prepare a project on theatre. It should be a way of working together and bringing together young people from different countries to think about the future of Europe, the explosiveness of actuall debates and new boarders. The start of a common debate on important questions like how to deal with refugees, the future of the educational system in Europe and social problems such as unemployment was also a crucial intention of the project. Theatre was chosen as a mtehod which basically would improve the student´s self-confidence and their basic skill. Our decision was based on international studies on the effects of a lack of basic skills and self confidence for the development of young people in their education as well as in their lifes in general. Our students should also develop an approach for important priorities of the Erasmus+ programme.The main objectives of the project were1. to improve our students´ basic skills and self-confidence2. to improve pupils’ social skills and sense of initiative and entrepreneurship3. to support students’ school and life successes and improved levels of skills for employability and new business creation (including social entrepreneurship); 4. to practice and perform sketches and two plays on the stage 5. to develop enthusiasm for theatre among students6. to encourage the learning of modern foreign languages and ICT skills7. to develop knowledge of the diversity of European cultures and languages and its value among students and teachers 8. to learn about European countries 9. to improve pupil`s international interaction, participation in multiple events, self-expression and social skills10. to help students gain valuable communication and problem solving experiences 11. to promote intercultural dialogue between different counties12. to support student`s school and life successThe Bundesgymnasum Bludenz in Austria was the coordinating partner. It was the first KA2 project but there was a wide experience with KA1 projects and other EU funded programmes. The school has a wide network of regional and national partners in the field of education, regional development and culture. Theatre is an important part in the school´s educational system, as there is a subject called ""Cultural studies"". A main objective was to offer students an opportunity to gain experience on an international level and to develop the school´s profile in the materia of Erasmus+. Among from several partners that were interested in participating in the project ""Theatre unites Europe"", the Bundesgymnasium Bludenz chose four partners to start a cooperation, as their profiles were most convinient to reach the project´s goals:ARDESEN KANUNI ANADOLU LISESI (TR): It is a partner who is experienced in the topic of theatre as there is a very active theatre club that is part of the school´s cultural life. Qualified teachers organize national and international plays every year. The school is also experienced in the topic of Erasmus+ and was therefore chosen as the second coordinator.ISTITUTO DI ISTRUZIONE SUPERIORE BRAGAGLIA (IT): The school is located in Frosinone and is very well known for its art and music curricula. Therefore a project on theatre was a very well received activity for teachers and students.Seminarul Teologic Ortodox ""Sf.Ioan Gura de Aur"" (RO): Cultural and other activities play an important role at these school.GYMNASIO ANOIXIS: Foreign languages (English, French and German) are an important part of the school´s curriculum. Through KA1 projects several teachers were involved in the Erasmus+ programme.The main activities included two transnational meetings in Austria and Turkey for the preparation and the evaluation and documentation of the project. Four Learning/Teaching/Training acitvities were organized in Italy (March 2017), Romania (May 2017), Greece (October 2017) and Austria (February/March 2017). During these activities, the participating students worked together and created theatre plays that were performed. A wide field of communication made it possible to work together between these activities. 78 students could participate in the LTT activities. Furthermore every one of the five schools was able to activity a large number of students to participate activily in the common activites. This is the reason why all of the twelve defined objectives could be reached. This fact is also clearly displayed in the project´s final evaluation. A website, social media activities, a mini dictionary, a calendar and a film documentate the acitivities. For all five schools that participated in the project it was a very important step in developing a profil in a cultural and an international sense. The experiences of ""Theatre unites Europe"" will last for a long time and are a main fundament."

"The project EUROPE’S FRIENDS aimed at attaining the strategic goals common to the 5 partner schools from Romania, Greece, Poland, Portugal and Turkey, namely: -An educational system compatible with the EU norms by a reconsideration of the approach to the teaching act from the part of the teaching staff -Reducing school dropout rates -Ensuring equal opportunities to education for students The horizontal priorities underlying this project, according to the Erasmus program, were: -Improvement of students’ basic and transversal competences -Development of students’ social, civic, cultural skills -Formal and non-formal education as a basis for long-life learning -Combating discrimination and segregation -Social inclusion The project’s major objective was represented by the development of students’ competence through a combination of formal and non-formal education. Specific objectives proposed were attained: 70 students developed their English language, sign language and IT communication skills 70 students developed their social, civic, intercultural skills necessary for an openness to life-long learning, in order to build up a personality capable to adapt itself to the requirements of the labor market 55 teachers developed their IT and English language skills needed in their teaching activity 55 teachers combined formal and non-formal education in their teaching activity 55 teachers learned/developed sign language The target group was made up of: -28 hearing-impaired students from schools in Romania and Poland, middle school, aged 12 to 16 -42 students without special educational needs from schools in Portugal, Turkey and Greece, middle school, aged 12 to 16 -55 teachers from the 5 partner schools During the project there took place: -two transnational meetings in Portugal–January, 2018 and Romania–June, 2019 -an IT course for teachers, held in Turkey, March 2018 – where they learned interactive teaching-learning-evaluation methods, got acquainted with IT software necessary in the teaching activity -""Traditional Handicrafts and the Art of Photography Camp“-Poland, in the mountainous region of Bieszczady, in May 2018 -” UNESCO Patrimony Camp"" -Greece, Athens, May 2019 In each camp have participated 7 students, accompanied by 2 teachers from each school Following their engagement in this project: Students: -participated in weekly English language activities where they learned about the history, geography, culture of EU countries, which have enhanced their competitive spirit and motivation for the acquiring the English language; students with the best results in the evaluations of these activities went to the camps -developed their English language communication skills following participation in English language activities conducted in each school throughout the project and the two camps organized in Poland and Greece - developed their IT skills -acquired knowledge about the history, geography, culture and traditions of EU countries -got acquainted with the UNESCO sights and objectives specific to partner countries -developed their social, civic, intercultural skills necessary for an openness to life-long learning, resulting in an increase of self-esteem Teachers: -developed their IT and English language skills necessary in their teaching activity, following participation in the IT course (12 teachers from each country) and the camp activities (50 teachers-10 from each country, including host country) -combined formal and non-formal education in their teaching activity -learned/developed sign language In the course of the project the following products have been achieved: -the project’s site -10 interactive lessons on the history, geography, culture and traditions of European countries -5 guidebooks about the history, geography, culture and traditions of European countries, written in the native language of the partner schools, in English and translated into sign language -2photo albums -1photo exhibition -2 films presenting the camps in which the students have participated and the activities conducted together with their teachers Access to the project’s site is free of charge, limitless After the project: -The prestige of each school has increased, at local, national and international level -The European dimension of each school engaged in the project has been heightened -Each teacher has become a trainer, capable to transfer European models of good practice to the field of formal, non-formal and informal education, thus contributing to a more dynamic teaching practice in the 5 partner schools. The project was concluded with the International Conference EUROPE’S FRIENDS taking place in Romania, in June 2019, attended by 200 persons. The results of the project will be disseminated, exploited and valorized through workshops organized in all partner schools in the next years"

"In view of the Corona crisis and the associated increased focus on one's own living environment, the ""Roots: Learn where you live"" project should involve an intensive examination of artistic and other methods for imparting regional knowledge. The project starts in the participating regions and cities, which form the starting point for the respective examination of the local cultural heritage, history, traditions, legends and stories and the knowledge of the older population. Following on from the European Year of Cultural Heritage 2018, this discussion is a particular concern of the partners in the project. We want to train young people to become researchers who use a jointly developed method to deal with the structures that have evolved in their living environment. To this end, institutions from four countries with different backgrounds and approaches have come together. It is a museum, a political organization unit and two schools. We want to benefit from this mix, as well as from the networks that these institutions have. The focus is on learners who will appear as the main actors and who will implement sub-projects in their respective surroundings, which will be communicated to the public in the form of exhibitions, events and publications as well as on the Internet. Institutions that are professionally dedicated to preserving cultural heritage, i.e. archives, museums and libraries, also play an important role. They will represent an important basis for dealing with the topic. At the same time, this is intended to contribute to overcoming the inhibitions that young people undoubtedly often have towards such institutions.Local knowledge, which can only be explored through face-to-face conversation, is also of eminent importance. This intangible cultural heritage is to be collected as part of the project, in which old and young people are brought into conversation with one another in the respective schools and regions. At the same time, the young people make a very important contribution to preserving the knowledge of the older generation (whose living environment differed in so many ways from today's) for the future. With the help of smartphones, etc., it is now relatively easy to record and digitize and thus preserve stories. We would like to fall back on this and, especially in view of the experience with the pandemic, promote dialogue.The European cultural heritage is the theme of the project. We consider the preservation of the cultural heritage to be a central issue. However, it is just as important to convey the cultural heritage to future generations in a suitable form. Because one day they will also become decision-makers who are responsible for the preservation of the cultural heritage (as well as the natural heritage). We also consider the understanding of the different cultural, social, religious and ethnic traditions to be extremely important. This understanding is to be promoted through the examination of regional pasts and traditions and the exchange on an international level. Socially relevant institutions such as museums should also be used. In addition, cooperation with regional and cultural associations plays an important role. By participating in the project, we wanted to encourage young people to find out what defines a region and what significance the cultural heritage has in a city or region. At the same time, we want to make an important contribution to the digitization of cultural heritage and thus to its preservation for the future.The character of the project can be exemplary in many ways. Transferring research in their own living environment to young people, developing suitable methods, focusing on material and immaterial cultural heritage, promoting dialogue between the older and younger generations and at the same time engaging in a European exchange is, however, a must extremely innovative approach.As the applicant institution, the Klostertal Museum Association has endeavored to find a balanced mix of partner institutions. Different types of institutions (schools and NGOs) were taken into account. We see this as a clear strength of the project, because all partners should be able to benefit from each other's backgrounds."

This project was created by five secondary schools for students aged between 10-14. It has been developed in complete agreement with all partners. The whole project was coordinated by the Romanian partner school. It took about 8 months to achieve the latest version of the project. Partners created a WhatsApp group for effective communication. Before completing the application form, we defined the needs, stated the topic, improved the approach, methods and technique, decided on objectives, arranged the activities according to schools facilities, and defined the target groups. At all times, there has been an excellent communication within the group.This project originated in the study and analysis of the OECD report about basic skills. We prepared surveys as well as observation documents to analyze students. The results proved that school subjects do not allow all students to develop basic skills.Therefore we set our main objectives on improving basic skills, giving students a sense of initiative and entrepreneurship, responsiveness to social, linguistic and cultural diversity. We aimed at getting improved levels of skills for employability as these are also defined important priorities in the EU Erasmus + program, to encourage the learning of modern foreign languages and ICT, to improve pupils’social skills, to support students’ school and life success.To improve basic skills, as partners of this project, we decided to provide learners with opportunities for international interaction, participation in multiple events and self-expression through after school activities addressing four topics organised in 4 working modules: 1.Photography (to get better ICT skills, artistic skills and work in teams); 2.Music (meant to improve language skills, self-esteem and social skills); 3.Theatre (aimed at improving participation skills, self-confidence, self-esteem); 4.Sports (for self- confidence, participatory spirit and healthy living). The coordinator was in charge of hosting the two Transnational Project Meetings, and each partner school was in charge of organizing the LTTA for a certain module. Italy was responsible for the first Module, Photography, and proir to the mobility students from each school had to work in groups to create a film made of many photographs and edit it on the computer, under the supervision of the Computer Science teacher. The films were about 3 minutes long and, in order to encourage diversity, each country had a different topic for this product: Greece – CHRISTMAS TRADITIONS, FYROM – GRAPES FESTIVAL, Italy – MONUMENTS, Turkey – NATURE, Romania – URBAN STORIES. The students who made the best film in each school were selected to participate in the LTTA in Vittoria, where they met and worked together to create a new common film about the region of Ragusa.Greece was in charge of the second module (Music). Students organized in groups prepared a traditional song from their country. During the stay in Greece they had to learn 3 more Greek songs, and also create and learn the anthem of the project, which was entitled EUROPEAN CHILDREN. On the last day, they gave an international concert consisting of these 8 songs.FYROM coordinated module three (Theatre). The groups of students had to write the script with the title SCHOOL LIFE and then perform it on stage. The best script writers took part in the LTTA in FYROM, where they all wrote another script together, involving all the characters from the five initial plays, with the title 20 YEARS AFTER: SUCCESSFUL YOUNG PEOPLE IN EUROPE. The plays were performed on stage on the final day.For the fourth module (Sports), coordinated by Turkey, the groups of students prepared power point presentations and practical sports demonstrations, and they learned one traditional dance from their country. During the stay in Turkey, all students learned 2 difficult traditional Turkish dances and participated in sports competitions divided in mixed international teams. All dances were performed on stage for a large audience.There were teams of 7 teachers in each partner organization so 35 in total who took actively part in project activities, but approximately 150 teachers were indirectly concerned. The headteacher and a deputy headteacher also took part in the project and around 35 administrative staff were indirectly included. The number of the family members who contributed to introducing the host country’s culture, traditions and to prepare traditional food for the International evening was about 300. Local communities like local press, municipalities, national education authorities and PTA helped to disseminate the project to a wider community of approximately 600 people. Through our project, the five partners intended to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact on future projects and policy processes such as leading students to overcome lack of basic skills and self-esteem.