<< Objectives >>The Call to Rewild project is primarily concerned with environmental issues in relation to the emphasis on urban life and the individual psychology. The development of civic competencies cannot be overlooked in this context. The project's goal is to reinforce or directly bring some elements of wildlife into the city. Participants will also develop an application that will lead users through locations where wildlife can be identified.<< Implementation >>Students and teachers will go through a variety of training sessions to help them produce high-quality results. They will collaborate with students from partner schools, sharing and comparing results, and debating potential solutions. Six mobilities are planned, during which students and teachers will examine the surroundings of the partner cities. At least two conferences will be held. One will show the student films Call to Rewild, while the other will show all the project's important outcomes<< Results >>Students and teachers work together to introduce some of the wildlife features in the city they live in. They will be responsible for what they implement even after the project is completed. They will also design a model of an ideal city that reflects their understanding of the ideal urban concept. They plan to shoot films in Tomar, Portugal, that capture elements of wildlife. Last but not least, it will develop apps that will guide users through partner cities' wildlife-themed locations.

"In a society where technology is progressing at a dizzying speed and because of it, from an early age, children are assailed by real avalanches of information, the sciences of education are increasingly oriented towards the return to nature. Children who spend more and more time in the house in front of monitors, know nature only from ""pictures"" and movies. It's time to dump her and move on. A child's potential cannot be developed separately from his emotional, social and physical potential, and this can only be done in a positive educational climate in which children collaborate and help each other, trust each other and their teachers. In order for this outdoor education to achieve its goal, we must try and succeed in extending it to all children, regardless of differences. And we can do this by combining outdoor education with inclusive education. In fact, inclusion refers to the education of all children, according to the concept of ""school for all"". Each child is unique and different, has distinct abilities, learns in his own rhythm and style, and we, as teachers of these children, are meant to adapt and capitalize on these particularities. Inclusive education is one in which all children benefit from a quality education, in an inclusive environment. From our point of view, the best inclusive duchy is done outdoors, in nature and ""with nature"".Teachers must acquire knowledge and skills designed to facilitate the optimal integration of these children. In this sense, we propose an exchange of good practices with partner countries that aims to improve working methods in outdoor activity with all children. Thus, we propose a quality training of teachers in order to apply the techniques and methods learned in working directly with children. Through this project, our kindergarden aims to develop the ability of preschoolers to adapt to the challenges of society by mastering creative strategies for problem solving, relationships and communication, which will facilitate the inclusion of children from vulnerable groups.The specific objectives of our project are:• Carrying out by the 12 staff directly involved in the project an inclusive outdoor education activity per week until the end of the project;• The use by the 12 teachers directly involved in the project of at least three innovative techniques within the activities specific to inclusive outdoor education carried out weekly;• Development of the creative capacity of preschoolers by creating 3 exhibitions with artistic-plastic products, made with materials from nature, to capture the inclusion (with the theme of inclusion) until the end of the project;• Developing the creative capacity of all children by carrying out a thinkering action per month;• Solving five team work tasks within an activity aimed at the cooperation of all team members, during the 4 activities carried out per year, of project in the outdoor environmentEach final activity aims at teamwork with the inclusion of all children, regardless of the vulnerable group to which it belongs; the means of achievement is the team work and the finality is the respective work task fulfilled.Three countries are involved in the project (Romania, Turkey, Portugal). The project will have an impact on all teachers in the units involved in the project, over 100 teachers, but also on the final beneficiaries, at least 1000 children, different or not. The possibility of the project to generate multiplier effects lies, in particular, in the remarkable dissemination capacity of the partners involved in the project. By assimilating the most effective outdoor learning techniques for all children and presented through round tables, visual workshops, the final conference, these actions can acquire an institutional dimension, thus generating lasting multiplier effects.The results of the activities carried out within the project will provide the community with information that will contribute to the improvement and modernization of the Romanian outdoor education system. The importance of spending time in nature will be highlighted, long-term learning.New opportunities will be created to expand the project and its results or to develop new partnerships for the future. Exploiting the results can lead to external recognition of inclusive outdoor activities carried out by us, and sharing the results will allow other people to benefit from the activities and experiences gained during the project, the project results serving as examples and inspiration for others.This project will result in the development of high-performance human resources for preschool education with an emphasis on inclusive outdoor education, which will later be translated into increasing the level of education. Depending on the duration of the effects, we can talk about a prepared and efficient human resource and the exchange of experience that will affect the institutions in the consortium by taking over international know-how."

Le projet Sharing the world disability and displacement a réuni 7 partenaires de 7 pays européens (la France, la Slovénie, la Slovaquie, la Lettonie, le Portugal, la Roumanie et la Turquie). Le projet a eu comme enjeu principal la sensibilisation des élèves et des enseignants au sujet des personnes en situation de fragilité (handicap, personnes réfugiées). Le projet a abordé l’intégration de ces personnes à l’école mais aussi dans le monde professionnel. Dans le cadre de ce projet, nous avons prévu 3 réunions transnationales et 4 mobilités d’apprentissage.La mise en œuvre du projet s’appuie sur 5 objectifs principaux : 1. Réaliser des activités pédagogiques et éducatives pour faire prendre conscience de l’importance des droits de l’homme et de l’enfant (Vivre ensemble, paix)2. Lutter contre le décrochage scolaire par la mise en œuvre d’un suivi éducatif renforcé3. L’insertion dans le monde professionnel4. Échanger des pratiques entre les écoles spécialisées et les écoles classiques pour une meilleure intégration des élèves en difficulté, entre des écoles ayant des réfugiés et celles n’en ayant pas5. Encourager à l'éducation - Promouvoir l’interdisciplinarité pour développer la collaboration entre les enseignants au bénéfice des élèvesLes 7 établissements participants ont des typologies différentes accueillant des élèves d’âges différents et de profils variés. Il faut noter que les établissements portugais, slovène et français accueillent des personnes en situation de handicap dans le cadre des dispositifs particuliers, spécifiques à chaque pays. Tous les établissements accueillent des élèves avec des troubles des apprentissages (dyslexie, dyscalculie, troubles de l’attention avec ou sans hyperactivité, etc). Les établissements portugais et français accueillent des élèves réfugiés et l’établissement turque travaille en lien avec des organismes d’accueil. Les établissements letton, roumain et slovaque travaillent en lien avec des associations locales et des orphelinats. L’établissement slovène est spécialisé dans l’accueil des personnes en situation de handicap et il accueille des personnes du plus jeune âge jusqu’à 26 ansConcernant les activités mises en œuvre nous avons prévu un calendrier d’activités (timeline) afin de pouvoir respecter plusieurs étapes du projet:1. Introduction du projet/Connaissance du sujet (droits de l’homme, droits des enfants, égalité etc). Pendant cette période nous avons traité les aspects administratifs (ré-organisation du projet lors de la 1ère réunion transnationale au Portugal http://sharingtheworld.net/category/meetings/portugal/ ), création de l’équipe, partage des tâches, etc). Objectifs prioritaires : 1, 4 et 52. Créer de l’intérêt autour du projet. Développer des axes de réflexion. Préparer des activités concrètes réalisées lors de la mobilité en Roumanie (http://sharingtheworld.net/category/meetings/romania/ ), Poser une réflexion sur l’accès au logement, aux aides ainsi qu’au monde professionnel pour les personnes en situation de handicap ou réfugiées. La réunion transnationale en Lettonie (http://sharingtheworld.net/category/meetings/latvia/ ) nous a permis de partager nos avancées et nos idées pour la suite. Tous les objectifs ont été abordés lors de cette phase.3. La 3ème partie du projet débutée en Mai 2018 a eu comme objectif d’encourager l’intégration des personnes en situation de handicap ou réfugiées, en réalisant en particulier des actions communes avec des associations locales ou internationales. Cette partie a été aussi consacrée à l’organisation de 3 mobilités : en France (http://sharingtheworld.net/category/meetings/france/ ), Slovaquie (http://sharingtheworld.net/category/meetings/slovakia/ ) et Slovénie (http://sharingtheworld.net/category/meetings/slovenia/ ). 4. La dernière partie du projet a été dédiée aux conclusions, la préparation des projets futurs, ainsi qu’à des échanges de messages afin de s’assurer que les participants resteront en contact. Une réunion transnationale a été organisée en Turquie (http://sharingtheworld.net/category/meetings/turkey/ ) pour conclure le projet.Les résultats du projet prennent la forme de différents supports réutilisables : cours, brochures, présentations, livre de cuisine. Les résultats s’illustrent également dans les changements qui ont été faits dans les établissements ou dans les villes suite aux interventions des élèves auprès des autorités. Voici les articles présentant les activités et résultats par pays : http://sharingtheworld.net/category/activites-and-results/ L’impact du projet a été analysé à partir d’outils classiques comme des questionnaires, des tests de niveau (de langue) mais aussi en réalisant des entretiens individuels avec les participants ou en faisant une analyse de situation à des étapes différentes du projet. L’impact se révèle important sur les élèves mais aussi sur l’équipe du projet, qui a eu un très bon relationnel et qui souhaite continuer à travailler ensemble.

All mobilities and activities planned for the project were completed successfully: 1) ERASMUS PRO - three students, (2 boys and 1 girl), electrical engineering technicians and electronics technician after completing their third year of high school went through three months of professional training in companies in UK. 2) 14-days mobilities for twenty-five 3rd grade students who had their practical training in companies and school workshops in Denmark, Spain, Slovakia and UK. That experience is important for better educational results and gaining additional practical competences. 3) Mobility of five teachers who took part in job shadowing in partner schools in Finland, Portugal and Estonia, which is essential for their further professional development.The participants in the mobility were third-grade students in the following fields: electrical engineering technician, IT technician, mechatronics technician, electronics technician and road traffic technician. Electrical engineering technicians have completed compulsory professional practice during mobility period, which is a prerequisite for them to enroll in 4th grade.Other fields - IT technician, mechatronics technician, electronics technician and road traffic technician do not have foreseen professional practice as a part of their new experimental curricula, but through mobility they had the opportunity to get insight into real working environment.The school has verified the professional practice and work experience that students acquired during mobility period as a professional practice conducted in the Republic of Croatia for electrical engineering technicians, and for other fields as part of learning outcomes from specific vocational courses or additional knowledge through Europass Mobility and ECVET.All participants were under the age of 18 and it was their first experience in working in a company / school in a foreign country and communicating in English. For the purpose of assessments of participants' progress and satisfaction with mobility, but also as assistance in completing the work diary or helping with any difficulties during the mobility period participants were in 80% accompanied by teachers. Their task was to be in constant contacted with participants, their mentors at workplace, and to make visits to the participants in the workplace / school workshop.The following results were achieved:•better educational results,•increased initiative for self-employment and entrepreneurship•improvement in knowledge of foreign languages,•greater cross-cultural awareness, •promotion of vocational education in our region•networking with colleagues of similar interests and ambitionsThe second activity of this project included teachers who teach in vocational fields. In the period of mobility the teachers visited partner vocational schools in Finland, Portugal and Estonia.The following activities were carried out:•introductory lecture on the Finnish / Portuguese / Estonian education system,•visit of the company of students’ work placement,•observing of colleagues' lessons,•analysis of lessons,•meeting and agreement on future cooperation,•short workshops•awarding of certificates.The following results were achieved:•improved competencies of participants in teaching,•better understanding of education in different countries,•better quality of work with practical contents,•increased motivation and satisfaction in work•personal contacts with colleagues from other countries, which can lead to future cooperation on new projectsThis project also fulfilled some of the strategic goals of the school internationalization:1. Mobility of students, teachers and professional associates (both as sending and as receiving institution)2. Partnerships with domestic and foreign educational institutions, companies and social partners3. Effective management and implementation of international projects4. Recognition and evaluation of acquired knowledge and skillsThe project was carried through in cooperation with some old but also new partner organizations thus expanding the network of partner institutions.

"The partnership was founded on the collaboration of 5 partners from 4 European countries: Turkey, Poland,Portugal and Czech Republic.CONTEXT/BACKGROUND OF THE PROJECT: In education we as teachers always need to follow new approaches and methodologies for the sake of the improvement of students. In a classroom there are different types of students. Teachers are supposed to have effective teaching methods in order to spark students’ interests and to have them take part in the lesson. In order to raise students' interest, using media-based interactive teaching and learning methods are effective. Furthermore, through these digital methods we want to improve the acceptance and integration of digital media in schools. Innovative ideas will impact the teaching environment positively and enrich classroom learning. ""CORE"" project have an integrated approach in teaching Science and Technology combined with social and transversal skills. With international cooperation and different contents, learning environments and digital tools integration will get supported. Some research shows that a highly skilled workforce is needed and it is based on science and critical reasoning skills. Modernizing science and technology teaching is a “must” in schools to tackle today’s world and bridge the gap between labor market and qualified workers. Through this project the students have the chance of seeing how Science and Technology can offer solutions to problems in their society. This also broads their horizons, and increases tolerance towards other cultures. OBJECTIVES OF OUR PROJECT: - improving media-based interactive teaching methods; - enhancing teachers’ professional development; - highlightling the relationship between education and technology-driven labor market; - intensifying upbringing of enterprise skills and for career; - adopting innovative and collaborative practices; - building an interest and positive attitude towards science; - improving levels of different skills such as digital skills, and transversal skills; - promoting students with the knowledge, understanding and skills to use technology creatively and purposefully; - improving competence in foreign languages; - promoting an active Euporean citizenship and intercultural understanding, tolerance. NUMBER AND PROFILE OF PARTICIPANTS: We are five different secondary schools from Poland, Portugal, Czech Republic, and Turkey (two schools) that nearly have the same school level and common issues on the topic. The students, teachers, parents, and school staff of the partner schools will be the participants. DESCRIPTION OF ACTIVITIES: During the project, we have 5 LTTs planned. Short term exchanges of pupils will help group work, learning new cultures and traditions, showing respect to others, realizing the students’ potential. We will have the chance of exchanging good practices, sharing experiences, and improving innovative teaching. There will be after school wokshops for extra-curricular activities on digital citizenship and cyberbullying. Also, there will be seminars, conferences and trainings for teachers, students and parents. Students and their families will participate in competitions, meetings, celebrations and fairs. METHODOLOGY: at project meetings: presentations, observing lessons, surveys, discussing curriculum and education systems, workshops, implementing and evaluating progress. at student exchanges: presentations, visits to research centers/museums, debates, online discussions, role-plays, workshops, round tables, music, dances, art, sports, picnic, games, group work/pair work, videos, surveys, implementing and evaluating progress. RESULTS AND IMPACT: 1) impact on students: - raising students’ interest in Science and Tecnology subjects; - increasing students’ interest in Science and Technology careers; - preparing them for the challenges of labor market; - promoting communication skills in English by cooperating with peers from Europe. 2) on teachers: - improving the quality of Science and Technology teaching; - creating the international cooperation among teachers; - raising awareness on Erasmus+ Programmes; - improving communication skills in English. 3) on participating institutions: - creating awareness on the importance of education and science teaching; - having more open-minded, tolerant and academic staff and students; - developing synergies and cooperation between education and higher education, research centers and world of work; - promoting European citizenship. LONG TERM BENEFITS: - strengthening the European dimension in the school and community; - building a European network among partners - continual cooperation with local authorities for future projects."