"The ""Truly Independent"" project was dedicated to students at risk of social exclusion. The objectives of the project were based on programs of student self-empowerment in partner schools. The result of cooperation during the project is the exchange of experience and the development of additional teaching materials. The main goal of the project was education for independence and overcoming social passivity among young people. The methods used in the work during the project were based on the practical activity of students (practical classes), activating methods (brainstorming, staging) and methods of independent learning (situational method, case method). Methods of working with teachers included mini lectures and a panel study. Each of the partner schools shared their achievements in the field of self-empowerment by preparing and then implementing the module devoted to the self-empowering activities. Students participating in the project gained competences in the areas of: budget management, work organization, problem solving, group collaboration. At the same time, they developed their language competences, and through international cooperation they learned to use the acquired knowledge abroad. Teachers have gained knowledge about activities that contribute to the development of independence and better preparation for adult life in different countries. In addition, they have increased their language and intercultural competences. Participation in the project increased the effectiveness of education by including intercultural factor in the educational activities. The project involved four partner schools: Youth Educational Center from Radzionków, Alternative Learaning Program from Malta dedicated to work with students with special educational needs and two vocational schools from Turkey and Italy, which educate students that are at risk of social exclusion. At the level of partner schools, support tools for schools were developed to educate young people for independence. Through dissemination activities developed during the project, materials can be used at the regional, national and European level. The final product in the form of guide ""Guide to independent life"" has been posted on the project website and on the websites of partner schools. ""Guide to independent life"" consists of materials for students and materials for teachers available in PDF files and videos from the workshops."

On the basis of the current migration and refugee movements in Europe it became clear that most schools had no or no current concepts for intercultural education. As a rule, newcomers from other cultures were completely unprepared for the new class association, met fellow students whose intercultural competence was scarce, and saw no possibility of being productively involved in the school community. Frustration, aggression or school refusal were the result, and sometimes the entire school climate was severely impaired. Our project is to develop innovative teaching modules on the basis of different teaching subjects of our curriculum for intercultural education. In six different modules, we want to combine curricular topics with superior learning goals such as openness, the reduction of prejudices or the awareness of one's own cultural identity. In this way, we would like to point out approaches to facilitate the integration of children from other cultures into their new school community, to actively involve the new classmates in their new school environment, and to teach local students the culture of their classmates without prejudice and authenticity. In the same way, we aim to raise our awareness of our own cultural identity, to bring together the common European cultural values as a basis for our coexistence, to feel culture as an enrichment of one's own life and to improve existing intercultural teaching modules through innovative approaches. The six participating partnerships want to involve as many people involved in school life as possible in the project, actively involving representatives of social organizations such as refugee initiatives, NGOs, cultural, political and religious representatives in the project. The nature and scope of these external participants is determined by the respective topic of the module. The project has the intention to identify methods and approaches in six modules, how intercultural learning can be linked to different basic teaching subjects and focus on openness, empathy, respect for the fellow-pupil's culture and the awareness of one's own cultural roots as a central learning target to stand. All modules follow a similar scheme and want to actively involve the young people in our schools with their biography, history, skills and abilities, as well as their fears and concerns. Culture is to be experienced by all participants as valuable, enriching and trustworthy. The modules focus on: - Language and literature - Music and dance - Visual arts - interreligious dialogue - Politics and history - everyday culture And link this focus to a higher-level learning target. In detail, the modules are shown on the page ....... We want to develop at our schools and all schools in which we will act as a multiplier, solid building blocks for intercultural education in all relevant disciplines, which in turn serve to bring students from other cultures into our school community , The opportunity to contribute to the school life with their cultural background. Likewise, we want to develop teaching modules to help the newcomers integrate and grow into our own cultural environments and to raise the awareness of the cultural identity of their new classmates. The results should be as follows: - Educational building blocks for linguistic, artistic, artistic, political-historical, social-scientific and religious Compartments; - Apps for Intercultural Education - diaries, ePapers, storybooks, biographical videos, exhibitions on the empathic confrontation with the Refugee theme - A website, a blog, an eTwinning project page and a youtube channel for the documentation of our work and our results as well as CDs and DVDs to document the work on the individual modules - interreligious prayer books - self-produced workbooks for learning the basics of the new language for incoming refugees or Migrant children

"The project LEARN & EARN aimed to carry out transnational activities in order to find solutions to face the current youth unemployment crisis.There are many reasons behind this crisis: lack of specific skills, lack of ambition, a school curriculum neglecting employability and entrepreneurial education in favor of more traditional education system.Young people in this time of economical tense situation in Europe wonder how their lives in the future will look like and ask themselves questions such as ""How can I prepare best to meet my future challenges"" ""What skills will I need?” “How can I create my own job?” This project helped students to find an answer to these questions and to enhance their employability, through a training course on career guidance strategies and entrepreneurship addressed to 16-18 pupils.Part of the students of the partner schools come from a disadvantaged social and cultural environment, some live in areas with a high rate of unemployment or are with migrant backgrounds; all this inhibit them from obtaining the knowledge and skills necessary for their future employability. So the main project objectives were:provide guidance to help students explore their education and career optionsimprove their knowledge of the labor market and employers needbuild and develop the 21st century skills improve their entrepreneurship mindset letting them to be more creative and self-confident and to improve their attractiveness for employersencourage innovative business start-ups and learn how to do a business planimprove ITC and foreign languages skills and let feel them part of Europe.In order to achieve these aims, a training program on career guidance and entrepreneurship held by international experts in the participating schools was offered to students to develop their capacity to obtain and/or create work. The training program, including lessons, workshops, visits at companies and interviews to entrepreneurs, was held during the LTTAs in the various countries.The workshops were based on the interaction between experts and students. Students’ involvement was enhanced by encouraging them to ask questions, explore new ideas, be innovative and creative and have fun at the same time. They worked in international groups using cooperation skills such as sharing, discussing their interests and comparing their opinions. They were encouraged to widely use ITC through: web searches, use of softwares, applications, e-platforms, DropBox and Google Drive to share files.The visits to the companies gave them a deeper insight into the working conditions in Europe and the opportunity to compare the behavioural patterns expected in a place of work in their own and other countries.The interviews with entrepreneurs were planned in a dynamic way and fostered good relationships between students and entrepreneurs. In such a way we could not just show the theoretical work involved in starting a business but also discover the qualities of businessmen and the secret of their success.All this contributed to widen students’ horizons as they had the opportunity to have an insight into other cultures, be prepared for their future lives in a European context focusing on the labour market, on the entrepreneurship opportunities in their own and other countries. Moreover they had the chance to improve their communication skills in the English language and understand the value to be part of Europe.After each training course, students worked on the preparation of the final result, an e-Book containing the following items:Career Guidance in UEHow to write an outstanding Europass CV Dos & Dont’s in a job interviewHow to set up a businessSkills necessary to become a successful entrepreneurBusiness Plan- A Step-by-Step GuideBusiness glossaryStudents also produced 4 Business plans for their startups that have been included in the e-Book as samples. The e-Book is a very useful resource tool for the dissemination, a simple and easy guide that can be embedded in the curriculum of the schools. All the material produced is on line on each school website and on the project website. Pictures and comments about the project have been posted on Facebook and Instagram and the results have been published on E-twinning and on the Erasmus+ Platform. Moreover, the future memory of the project will be available in our Erasmus+ corners in the hall of each school where all information about the project: photos, posters, as well as the link to the project website will be visible."

"The project ""Personalized teaching: the Key to success in education - Tools"" has been implemented by the High School ""M. Buratti"" in partnership with 6 schools from the Netherlands, Spain, Turkey, Hungary, Malta and Portugal, to cover a large portion of European territory representing different cultures and educational approaches on which the EU is founded. POCKET was born from the need to share and test new practical tools for individualization and personalization of the learning process. The project met a number of E + priorities:1. Supported schools to tackle early school leaving (ESL) addressing all students from the lowest to the highest level of the academic spectrum, developing methods and creating conditions for personalized teaching and learning in order to support each pupil2. Opened and innovative education embedded in the digital era3. Addressed underachievement in the basic skills of maths, science and literacy through more effective, innovative teaching methods4. Enabled achievements in relevant and high-level basic and transversal skills in a lifelong learning perspective5. Addressed inclusive education6. Strengthened the profile of the teaching professionsGeneral objectives met are:- Contributed to reduce early drop out and educational failure with the personalization of learning- Improved results in basic skill and prepared pupils to face the structured standardized tests- Offered pupils a school curriculum that gives value to each single character and talent, promoted collaboration and communication between students and teachers, among students (with peer education and tutoring) and within the school bodies to build a learning community, improved the internal relation environment and thus contributed to fight early school leaving, demotivation and failure- Created and consolidated networks, increased the capacity to operate at EU level, shared and compared ideas, practices and methodsSpecific objectives met are:- To build modular and graduated learning units (also in e-learning mode) to enable each student to develop his/her own unique intellectual potential- To reach a fast recovery of prerequisites as a form of early prevention of ESL and failure- To train teachers in using innovative teaching methods (i.e. Moodle) POCKET involved 14/15 y.o. pupils, of which half with learning difficulties and poor performance, three teachers and one headmaster per partner in the implementation of 3 activities:Action 1 - ""Educational difficulties and individualization"": application of mastery learning as an individualized learning strategy to assess initial skills and ensuring a fast recovery for students from the lowest academic spectrum. Several learning units has been produced, using the methodologies of mastery learning and peer tutoringAction 2 - ""Basic Skills and standardized structured tests"": we focused on basic skills (logical-mathematical skills and literacy) and transversal skills, always moving from the centrality of the learner, using problem-based and inquiry-based learning, cross curricular approach, LABs and cooperative learning methodsAction 3 - ""Excellencies and personalization: creation of modular and graduated learning units in e-learning"": we used the personalized e-learning methodologies, thanks to the Google and the flipped classroom, to support excellences and talents. Teachers of the international team developed learning units in mathematics, English and mother tongue.At the end of each action a blended Mobility between students in Spain, Holland and Malta has been implemented; a joint staff training event took place too before the start of action 1 to train teacher on personalization methods. All LTT activities brought an added value to the project itself.Headteachers have been actively involved in the activities as individualization / personalization of learning/teaching processes implies an organizational and spaces restructuring: the support of the leadership has been essential to achieve the objectives.At the end of the activities, expected results have both been tangible output products and learning outcomes: coherently with the individualized/personalized approach of the project as a whole, minimum goals and results have been set, all partners have achieved more ambitious objectives and results. Tangible results have been, other than communication tools (website www.pockettools.weebly.com), 9 learning units in mathematics, mother tongue and English, built up in the form of OER in the Moodle e-learning platform and uploaded on the European Dissemination platform. The intangible results consisted in hard and soft skills acquired by the target groups (pupils, teachers, institutions as a whole) that generated long-term benefits."

"<< Objectives >>With the implementation of the project, we aim to contribute to raising self-confident individuals who have developed the skills to live together in harmony, who can understand rather than criticize in the multicultural world, who know the importance of others' values ​​while protecting their own values. We aim to equip the adults of the future, todays youngsters, with the necessary skills for a peaceful future in our world where cultural borders are rapidly disappearing.<< Implementation >>While the project supports the skills of understanding, learning and internalizing the other through the implementation of creative drama activities, making use of museum, art, music and culinary culture elements,With the web tools training , it will be ensured that these experiences are announced to the digital world. Briefly, the project activities can be summarized under two headings:-Creative drama activities in intercultural competence education-Digital competency trainings.<< Results >>In addition to youth who can build bridges between themselves and the others and respect common European values, our project will also have a concrete output. The e-book ""A Guide for Intercultural Competence Training Through Drama"" will be created as the output of the project. This e-book including drama practices in intercultural competence education will be made available to all organizations who want to develop intercultural competence skills in non-traditional ways."