Education is the most important factor of success and it is different according to the level of development in each region and country. In our country, it seems like the pre-school education is not sufficient for the children. Participation of the 3-5 group rate in Turkey, in 2008 is only 23,8 % and this is the lowest level of OECD countries. (OECD level is about 77 %). (Unicef 2013). Comparing to Turkey's preschool education, Europe cares more about pre-school education at a quite high level. Europe continues to develop their pre-school institutions with a greater number of younger children. In countries, the ages of these children are about 2 or 3. The percentage of children in pre-school education institutions in Europe is over 90 %.(EURYDICE, 2002) In these schools located in different countries, one of the goals is to improve children's physical and mental abilities through games and other social activities. Educational toys are also play an important role at this point. Educational toys such as clay, sand, water, paint, chalk, animals and legos used during playing help children to improve their dream worlds, physical and mental abilities, creativities and experiences. In this context, pre-school staff and personnel must be qualified. Therefore, in Europe, it is important to improve the people's knowledge who work in the institutions. This way the quality of education increases.For the implementation of such an education system in Turkey and to help the improvement of children's development this project is prepared by Yenişehir Dicle Vocational and Technical High School. Within this program, our participants have visited Romania and Portugal. Both in Romania and Portugal, our project have carried out in 2 stages within 15 days and with the participation of 30, totally 60 people. This project helps our school that has 328 students to develop and increase the quality of education. During the project, our participants had been trained in the field of pre-school toys and also had attend to events that would be sufficient for children in this regard. Participants trained in different kinds of toys and different techniques in educational practice. In addition, they learned how to make particular educational toys and improved their skills in the subject, preparation, implementation, creativity and working in order. They would also be able to build relationships according to functions and matching. Besides, they learned a new culture, a new language and with the acquired European awareness, they would be able to train new and next generations. The key to the success to our school is to educate children in early years. Within this project, we also aim to support individuals to be employed in the future.Besides the benefits, it is clear that our participants will be contributing with the quality of education in our region. The rate of the development in our region is related to the people trainings in long terms. For this, it is expected for our participants to start their careers with acquired experiences and therefore to support the quality to increase in our region.

"IES Cañada Real is in the north of Toledo, ""La Sagra"" and is located 43 km from the capital, Madrid. Communications by public transport are scarce with the capital of the region and with nearby towns. This situation of isolation, together with the limited economic resources presented by most families, makes that our students haven´t the possibility of continuing their studies after completing compulsory education outside their area of influence, according to their capacity, skills and training interests. In addition, many of them come from unstructured families who have suffered family or gender violence and need rapid and adequate training to change their economic possibilities and to enter the labor market. The IES Cañada Real had already carried out a previous project to improve the training possibilities of the students of the Vocational Training Cycle of Microcomputing Systems and Networks. The high assessment of it by the families and students leads us to incorporate in this project the students of the Vocational Training Cycle of Taking Care of people in a Dependent Situation.The objectives of the project were:- Improving the employability of Vocational Training students.- Providing students with a more international curriculum that opens the doors to the European labor market.- Getting them to continue their academic training in Higher Degree Vocational Training.- Improving their self-esteem and make them more permeable to outside influences.Cycles of Microcomputing Systems and Networks and Taking care of people in dependent situations who want to carry out their training practices in companies in Portugal and Italy, who would like to improve their employment situation either for presenting scarce training resources or for having left their academic training after finishing the ESO and would have decided to re-engage to improve their work and personal situation.The following agents of the center have been involved in the selection and training of the participants: Head Team, Coordinator of European projects, teachers of the Training Cycles of both cycles, tutors of the students of 2nd year of the students of the Vocational Training cycles, department of foreign languages and department of Spanish Language and Literature.Dissemination Days have been held for the students of the Training Cycles at the beginning of the 2017/18 and 2018/19 courses for students and families, a deadline has been opened to apply for Erasmus scholarships, with public scale, they have been made the tests required in the scale, the students have been selected according to it, the grant agreements with the participants tutor at the enterprises and the quality training agreements with the companies have been signed, the training they were going to receive has been agreed, they have given cultural and logistical training, visits to training centers have been made during the students' stay, periodical and photographic articles have been made for the center's newspaper and for the European Projects Blog. The students have participated in the dissemination days.The internships have been carried out at the Villa Cavallieri Nursing Home in Rome and at the Portuguese companies of Tinsa and the Giner de los Rios Institute in Lisbon.This project has had a direct impact on the selected students because they were able to learn about techniques and work tools at European level, so that their training has been more international and complete, highlighting not only professionally but also culturally and personally. Due to the fact that we are the only center in the area that offers this type of training at European level to its students of Vocational Training Cycles, has allowed us to continue with our objective of making our school more and more international at the level of Vocational Training since the students understood this enriching experience and they shared with them their peers, local companies have human resources with a more complete training at European level and the locality and adjacent locations since they have been projected internationally through the Erasmus+ KA102The continuity of the Erasmus + projects after the completion of this project constitutes a must on the part of our school to enrich the lives of our students by providing them with quality and competitive training both at local, regional and European level."

The project Jóvenes de Almendralejo is the result of our concern for the difficult working situation of our youngsters, either students and recent graduates, which is increased by the lack of businesses in our town. For that reason, the main objective of this project is to encourage the labour insertion of the participants in this project. The project has been developed by a Consortium of partners lead by Almendralejo Town Hall together with 3 Vocational Centers which have acted as Sending Organisations to this project. These are: ES Carolina Coronado, IES Santiago Apóstol e IES Arroyo Harnina. After a Selection Process which was transparent and open to the public, the Project allowed that 35 participants (17 women and 18 men) – aged 18-43- completed a qualifying training period in Eurpean companies form different countries including Italy and Portugal. The profiles of the participants were: Auxiliary Nursery Care, Business Administration, Animation of Physical and Sport activities in natural environment, Proficiency certificate (2nd level) and Oxy-gas welding and and mig-mag welding, Basic laboratory Operations; Mechanics, Telecommunication Installation; Proficiency certificate (3rd level) on Information and Visitors Care (tourism). By implementing this Project, we have coped with the following needs:- Acquiring the knowledge, (theoretical and practical) that actual market demands and that are needed for developing their professional tasks in different countries of the EU: - Obtaining the Europass Mobility certification by the validation and recognition of the competences that participants have acquired during the training period. - Possibility to complete a variety of activities regarding both, content and difficulty, during the training period, enabling the participants to develop the skills and competences inherent to their professional profiles and obtaining the certification for those that have completed the compulsory training modules that correspond to their studies. - Developing language skills by improving Portuguese and Italian, which will increase their competitiveness when developing their professional careers. - Those students with less economic resources have received financial support so that they have been able to complete the programs, and have improved their competences minimizing at the same time the gap of opportunities with other students with more resources- Acquisition of values such as respect, tolerance and intercultural appreciation. - Students have grown up, especially those Youngers who hadn´t lived away from their background before. They have acquired greater autonomy and have learnt to overcome situations (like problems of coexistence) and to sort problems out. - Personal training, they have realized that they are able to face other realities, know other cultures and insert themselves into them. The activities that have been done were: - Preparatory phase: (Oct 15 - August 16). Draft of the proposal, Signature of the Agreement, Activity Plan. - Publishing and Dissemination of the Proposal, Selection of the Participants for each of the destination countries. - Formative sessions and informative meetings prior to each departure- Organization of the documentation according to the different flows- Mobilities: 5 different flows: Jan-Apr 17 / Mar-Jun 17 / Jul-Sept 17 / Oct-Dec 17 / Jan-Apr 18 / Apr-Jun 18. Monitoring and evaluation for each flow-Evaluation and dissemination (17- Oct 18). Throughout the project, as well as the dissemination phase.The results and impacts achieved have been:For students: Acquisition of new skills at professional and linguistic level as well as and other transversal competences such as personal development, maturity, independence, etc., acquisition of a more versatile professional profile, knowledge and use of the different applications of new technologies in the environment in which they perform their work experience, knowledge of the productive and organizational system of their sector, realisation of a quality training period that will allow them to be competitive, obtaining the EUROPASS, obtaining the corresponding vocational school degree, being differentiated when they try to enter the labour market. For the consortium: Expansion of the European work network. The Town Hall is very focused on the management of all types of European projects, because this is increasing the interest of our citizens in Europe. In the long term, the revitalization of mobility among our students will promote a new spirit and interest in training education, since they will see new training opportunities for employment, they will see the benefits that the training program has meant for those who have already participated. School absenteeism rates will be reduced too.

Our School has a significant rate of school failure and our students and their families have few economic resources. Under these circumstances we wanted to offer our students better opportunities of training and employment. Due to this crisis period we are suffering for the last three years , the application of these European projects has been a great chance to get a better and more prosperous future for the whole education community . We found this pportunity as an extra motivation for us all and it has opened the doors to a wider international employability for our students. Taking into account our needs , we have achieved with this project the following objectives:- To motivate our students to be trained in basic skills that has enable them to have a fair job. This motivation has resulted in a decrease in our school failure in the Centre .- To give our students the linguistic tools and necessary knowledge to be ready for any job they want to apply. These internships has provided them the opportunity to experience all the acquired knowledge. Besides, performing them abroad has enable them to see the usefulness of languages and they have been enriched by the contact with other countries and other cultures.- To be able to work for an European company with a preparation to ensure their success in what they wish to undertake. The experiences of other ways of working, training and living has given them comprehensive training, not just professional. To achieve these objectives all the School staff was involved in its achievement, especially the Management Team, the Project Coordinator, the Departments of Foreign Languages and specific teachers from Vocational Training. They all took part in the selection of students, planning and drafting agreements and contracts, the necessary translations, managing the budget from our National Agency and monitoring and evaluating the project activities. Finally, we have saved and prepared all the necessary information for the dissemination of the project, gradually creating the vias that have been used for this purpose: blogs and our own website both tools have been connected for these purpose , etc. We believe that the most important impact has fallen in on our students who received a more complete training. Moreover, they feel they are now more prepared for the European society to which they belong and that they were less conscious two years ago students. We all think that our portuguese high school partner has provided us with new business contacts and in our immediate circle, we have achieved that other enterprises, associations and municipalities has increasingly been involved in the education and training of our students by this projects.

The world with its quick and demandings dynamics put all of us into stressful situations daily. People have difficulties to manage life’s challenges, they struggle to find joy in every day routines. Scientific researches prove there is more and more depression and other health issues among youngsters, the society is becoming passive and apatic. At the same time school, as a polygon of different social interests, demands of authorithies, children's needs, teachers' ideals and expectations, parents' ambitions, … just reflects the situation in all its complexity. Children are emotionally unequipped, behavioral, concentrational problems, aggression is rising. Dissatisfaction in bigger or smaller extend is present on all parties included – children, teachers and parents. With our project we wanted to react on that. The team consisted of 6 primary and secondary schools from 6 countries: Slovenia, Italy, Poland, Spain, Portugal and Latvia, students, included in our project were from 4 to 18 years old. The goal of our project was to increase the levels of happiness about school and life in general in pupils and also in teachers. Our intention was to bring new qualities in school to make a step toward an emotionaly healthier, more aware, and therefore happier individual. Happy people strive for personal improvement and lifelong learning, they are more creative, empathic, involved citizens who can literally change the world - for better! - so our title HAPPY PEOPLE WILL CHANGE THE WORLD explains it all. So how to teach so-called happiness, how to bring the subject in school? We saw and still see an answer in mindfulness concept which approaches us in a hollistic way and gives importance to all segments of a human being, paying attention not only to a brain but also to person's body, emotions, feelings, sensations, senses, charachter qualities. We can’t change the reality but we can work on ourselves, equip ourselves with necessary tools and skills to cope with reality and change our perspective and attitude towards the situations around. With systematic emotional education we thaught pupils to recognize the emotions in themselves and others, to accept them and to gain necessary strategies for expressing them in right manner. We used different media like movies, cartoons, poems to approach the subject and later gained knowledge and tools via discussions, groupwork, peer to peer learning, individual introspection, social games. With different meditations, breathing and concentration exercises pupils were shown various techniques to calm down, release stress, increase the awareness of body and senses, to focus and concentrate or simply just to break the routine and bring some fun into the class activity.Creative expressions through writing, crafts, art, music, movement, theatre brought to light different results (poems, esseys, drawings, motivational quotes, international gardens, sculptures, motion videos, games, multi-sensory cards, ...) but the most important result and dissemination tool was our webpage with all the content and results available to the public with 2 printed brochures, one on the emotional work and other as a collection of key mindfulness, breathing and concentration exercises practised during the project, both also in digital form freely available on the internet. All our work was presented monthly also in school Happy Corners.The impact of our work was absolutely noticeable - students increased self-awareness, emotional regulation and work focus, they learned how to feel, observe, see, listen, be patient, see the value of life as it unfolds, find something positive also in unpleasant situations. They showed more empathy and understanding for temselves and others and they connected better with a group as well as with teachers. All activities also strengthened their personal qualities like joy for learning, compassion, curiosity, creativity, … which all contributed to a bigger sense of personal happiness and satisfaction.The important part of our project was to involve teachers in all these processes as participants, target group and carriers of activities because as key factors of all our class actions their happiness was (is) of great importance. If a teacher is happy, miracles happen. They gained important skills and competences on methodology related to our project topics but through mindfulness practice they also worked on themselves and their happiness, so they went through their own personal transformation which brought them more satisfaction about their job, better efficiency, better connection with pupils, more confidence and more self-compassion. This project certainly filled us all with joy. We started to build a philosophy of a new modern school. We will use new competences and experiences in further work, trying to add new in the search for learning enviroment which will be responsive to the dynamics of time and especially to the needs of all actors involved in education.