People’s freedom of movement and settlement is one of the fundamental freedoms and principles of the EU. Since ancient times Europe has faced the constant movement of people leaving their countries for various reasons (war, natural disasters, poverty). In recent years due to the situation in the Middle East this phenomenon has become so intense that it has become a problem for the refugees / immigrants themselves as well as the hosting countries. To deal with the problem requires an extensive cooperation between countries but also between voluntary NGO Research has shown that early school leaving is greater for students coming from immigrant/refugee families.Our work aimed to break prejudice among local populations and refugees / immigrants so that their integration into the local communities will become smoother and effective.The smooth integration of immigrants/refugees in local communities will reduce delinquency, early school leaving and unemployment among young people whose parents are refugees / immigrants.Number and profile of participants:The project is expected to actively involve over 2000 people, students, parents, teachers, members of voluntary NGO and local officials.Students: 20 from each school will be involved in 4 mobilities(Total: 160) . Moreover students, 150-1000(depending on the size of the school) from each school, will take part in all project activities. Profile: Students irrespective of their academic achievements, family background or financial status. Teachers: 12-15 teachers from each school will be involved in 8 mobilities(96-120). Moreover teachers, 50-100(depending on the size of the school) from each school, will take part in all project activities. Additionally about 200 teachers and 100 school administrators from each participating town will take part in dissemination activities .Profile: Teachers, Vice-principles, Principles from all departments.Parents at least 200 from each school will be involved in the project's activities.NGO: at least 20 from each country will be involved in the project's activities.Local Authorities: 10-20 from each town.Activities used in the course of the project1. Contact surveys and analysis of the results 2. Seminars3. Participation in search and rescue teams for refugees4. Visits to refugee camps and settlements to provide assistance.5. Organization of cultural / charity events6. Historical studies7. Transnational meetings8. Teaching in the classroom by teachers of all nationalities participating in the program9. Creation of Power Point Presentations10. Work Groups11 Workshops12 Dissemination activities.Methodology used:Social research/field research, Surveys, Meta-AnalysisTeaching methodology: Work groups, Seminars, Laboratory work, Experiential LearningBrief description of the expected results and impact1. Reduction of prejudice between locals and migrants / refugees2. Smoother integration of immigrants / refugees into local communities3. Reduction of school delinquency, bullying and school failure4. Reduction of early school leaving among migrant / refugee children.5. Reduction of unemployment of young people from immigrant families6. A large number of students and teachers will increase their skills in communication, modern technologies and languages7. Students will learn to cope with difficult situations, will enhance their autonomy, become more creative and innovative and will gain leadership skills8. The acquisition of the above skills will help our students in their future academic and professional careers.9. The teachers will become better educators, more efficient and more open to new ideas10. The schools will create a better learning environment and therefore achieve better results.Potential long-term benefits of the project.1. It will strengthen the citizenship values of the EU and the democratic ideals to of the citizens of local communities2. The role of voluntary NGO will be more appreciated and strengthened with new members3. The teachers will become better educators, more efficient and more open to new ideas4. The schools will create a better learning environment and therefore achieve better results.

VETNM (Vet New Methodologies) is a project created for the exchange of good practices, using the construction of a robotic arm printed in 3D, and the development of a management and programming SW, interconnected via network with other robotic arms and with computational vision The main goal for this project is to use the methodology of project-based learning (PBL) and create a syllabus and a decalogue of needed materials, to develop such syllabus and offer it openly. Target group is formed by VET students of both in the middle and higher grades, 114 people have directly participated at training activities designed for project development. These activities have been developed subsequently at partners' schools with the rest of target students in order to spread the methodoly designed to all vocational student's groups of each school adapting the content of the project to each subject through teachers who have participated in project activities. The project had a prevue duration of 24 months, that finally was prolonged until 33 months due to COVID-19 pandemia that make us reschedule the last training activity that finally took place one year later. During these 33 months the following activities will be developed: 1- Training of expert students through mobilities about following subprojects which integrate robotic arm project: a- Mechanical assembly of the robotic arm; in this case technical teachers were phisically trained during the meeting and lately this activity was replied en each partner school with the target group by each partner. In order to develope this training at partner's schools they had as material with two robotic arms assembled by each partner during the training at coordinator's school. b- Development of the management and programming SW: physical activity where both students and teachers were trained. During this activity tecnical teachers from the coordinator school reviewed hosting robotic arms working and repared or substituted those pieces being damaged because of transport. c- Development of network interconnection system among robots: physical activity where both students and teachers were trained. During this activity tecnical teachers from the coordinator school reviewed hosting robotic arms working and repared or substituted those pieces being damaged because of transport. d- Development of computer vision system: virtual activity due to pandemic restrictions that not allowed travelling. Partner schools connected by videoconference and coordinator school move since Barcelona partner's robotic arms to test their viability. Both, students and teachers participated in this activity. Before this activity took place, new pieces to replace damaged ones were sended to the partner responsible for this activity. 2- Peer learning to develop the final product at each of the partner schools. These inner training were develop by participants trained at different trainning activities using the methodology developed througth syllabus written to each one of the subprojects testing then their effectivity. 3- Presentation of the final product produced by each partner school throughout an audiovisual. This activity was finally done alive during the last trainning activity throughout a demonstration once implemented the four subprojects. This session was recorded in order to be used as diffusion material. We will get as final products: - Two fonctional robotic arms for each school partner. - Detailed syllabus of needed materials and the applied methodologies accessible from the Internet openly for everybody trough a Drive folder linked since the webpage created for this project: https://erasmusvetnm.wordpress.com/

<< Background >>European countries are facing the challenge of growing groups of inhabitants who are not citizens and thus not allowed to vote in national elections. Political participation on a local or regional level, though, is legally possible, yet many people in this group and in other marginalised groups either do not know about these possibilities or are challenged to participate because of low skills, a low social standing or insecurities. The project has identified some groups that are afflicted by this situation as being people with a need for basic education.<< Objectives >>We intend to support people belonging to marginalised or underprivileged groups to actively take part in political participation processes and thus contribute to wider participation on political issues such as city planning, communal budgeting etc. and thus contribute to a feeling of belonging of these groups and an increased belief in democracy.<< Implementation >>The activities planned in the project are 1)Initial research in ways of political participation in the partner countries and the obstacles certain groups of people face2)Courses and educational programs for learners for the addressed groups to develop methods and toolkits for working in participation-oriented basic education3)Guidelines for teachers and institutions for participation-oriented basic education as well as workshops to raise awareness among institutions and their stakeholders4)Policy recommendations for government agencies on a local and regional level, adult education institutions and community organisations<< Results >>We expect fruitful cooperation with government bodies on a regional and local level and more opportunities to participate for the groups addressed and perhaps more participation processes in the regions we are working in.Additional results will be the product of the project (listed above) that will support adult education and communities to be able to make use of their opportunities at participating in their relevant fields.

One of the main educational objectives of Europen Union is preventing and decreasing the early school leaving under 10% level as it is outlined in 2020 European Development Plan. Undoubtedly, it can be possible by getting the education away from the traditional teaching methods, decreasing bullying at school and making subjects more entertainning.For this reason; Turkey (the Coordinator), Crotia, Latvia, Greece, Portugal and Macedonia has developed a project named Generative Application to Manage Education (GAME) aiming at integration of game to the curriculum, generation of materials and positive changes in students' behaviour and approach to the school environment. The objectives of the project are that;-One of the most important aims in Primary Education is the development of basic and transversal skills and key competences that will help students in further education as well as in real life situations.These basic skills and key competences include: - Multilingual, literacy and STEM competences like selecting and using information, using language for communication and learning, solving problems, using critical thinking, creative thinking, reasoning, using information and communication technologies etc.- Cultural awareness and expression competence like knowing local, national, European and global cultures and expressions, including their languages, heritage and traditions, cultural output and realising how these expressions effect one another in society.- Personal, social and learning to learn competence like developing a positive sense of identity and personal responsibility motor skills and movement abilities, cooperating with others, valuing the diversity of perspectives.According to the survey results carried out in our school by the Strategic Plan Commission, some of the most important school’s needs are to/that:• Change some traditional teaching methods, proved to be outdated and ineffecient to solve new problems that modern society brings in.• Content-based Education is not enough to get students ready to become active citizens, that's why skills development is a priority in European Education Systems.• Provide students with tasks and project work that help them use critical and creative thinking. • Increase cooperation with other community agents.According to the experts; learning is a lifelong process and that it brings formal, non- formal and informal education together. For this reason, educators must improve themselves and adopt this idea to their teaching professions. This project will give us many and priceless opportunities for our teachers to learn and use innovative method at school and find answers to those needs and realise these objectives like:- Comparing and learning what is being done in terms of methodological approaches in other European countries so that we may develop more innovative strategies to be applied in the school environment.- Involving students in their own learning process through projects related to real life situations with the collaboration of other European students. Students will have to analyse those situations in a critical way, so they can come to conclusions and develop behaviour to avoid inconvenient attitudes. To help them in this process, teachers will develop different strategies such as: a change of teaching roles by giving students chance to plan and take an active part in their own learning, to provide use of new technologies, the help of experts, outdoor learning, students´interaction, flexibility, different type of materials and innovative classroom environment.In the long term, the students and the teachers of the involved school will develop themselves in many ways. -First of all; teachers will be motivated to learn new innovative teaching methods and create their own materials and organise their own events. They will realise that these kind of effective teaching strategies influences possitively their classroom management, students' academic success and positive behaviour, approach to their students, their teaching professions and etc... These concrete changes and development will motivate them to search, cooperate with others and take part in many other european projects like e-twinning and erasmus+.- Students will develop a positive approach the teachers, school and school environment because they will have fun while learning. So early school leaving will decrease under 10% as it is outlined in European Development Plan. It also affects drop of bullying positively at school. As long as the students gain basic skills and key competences, their academic success will rise and rise.

"European Union foresees the promotion of equality between men and women as a task of their members, but the statistics shows a slow progress. The project responds to this situation connected with social inclusion and employment.Project ""Innovative work-life balance tools to promote equality of men and women"" supports and tries to solve equality of women and men by creating innovative outputs focused on implementation of work-life balance into companies. Four partner organizations will participate in this project, the Czech Republic (AOA CR), the Slovak Republic (AIVD SR), Greece (DAFNI KENTRO EPAGGELMATIKIS KATARTISIS) and Portugal (EPATV). Chosen organizations have extensive experience with European projects and they deal with equal treatment problem solving in the area of research and by training activities.Examples of best practice will be intermediated in the form of video-interviews with 16 HR managers who use WLB tools in their companies effectively.In the second part of the project, partner organizations will create WLB Blended Learning tools - e-learning platform of Work-Life Balance Implementation in Companies and a Manual for Trainers of Work-Life Balance Implementation intended for trainers/tutors/consultants who will lead WLB Blended Learning with the aim to implement WLB tools into companies. WLB Blended Learning tools will be translated into Czech, Slovak, Portuguese, Greek and English to involve wider audience and target groups in most European countries. The innovative educational system will play an essential role in answering present and future demands of the gender equality education and support of employment and work-life balance in Europe. Trainers/tutors/consultants will attend a short-term joined staff training event to strengthen their lecturing skills and be trained for leading WLB Blended Learning which will be designed for HR managers, company management, company trainers, employees and other attendees who are responsible for implementation of WLB tools into companies. In WLB Blended Learning HR managers and company trainers will be trained. In Pilot Implementation activity there will also be students involved, from whose ranks there will future HR specialists be recruited. They will have an important role in sustaining interest and changing attitudes in future generations in Europe in the context of gender issues. Project results will then be sufficiently verified and evaluated.Project outputs will be disseminated at four conferences, through e-mailing to members and cooperating organizations and media (Facebook, Linkedln, EPALE, the Internet, youtube.com etc.). These effective disseminations will take place on the local, regional, national and EU levels. Sustainability of the project is given firstly by the chosen form of modern technologies and secondly by project objectives which support social inclusion and employability of persons endangered at labour market. The project responds to present need of European society to sustain balance between work and family lives. The interest and promotion of gender equality education is connected with gender strategical documents and will help to overcome significant challenges in Europe so it will still be up-to-date topic for target groups, stakeholders and European society generally."