"<< Background >>Rapidly-changing rules that govern the competitive labour market force teachers, educators and also students to respond to the needs of the economy. The needs of the changing world also entail huge educational challenges. STEAM aims at helping secondary school students be able to succeed in their higher levels of education, however, according to the EU policy in VET sector on average, 50% of young Europeans aged 15-19 participate in I-VET at upper secondary level. It is worth underlining that the Council of the EU adopted a Recommendation on VET for sustainable competitiveness, social fairness and resilience. It defines key principles for ensuring that VET is agile in that it adapts swiftly to labour market needs and provides quality learning opportunities for young people. The EU needs a skills revolution to ensure people can thrive in the green and digital transitions, and to help in the recovery from the coronavirus pandemic. A more digitalised and sustainable approach to acquiring specific skills will contribute to that goal for sure. Through this project we would like to increase an interest in quality VET education, among students and teachers, to enhance their unique and transversal skills, we want to increase their adaptability to rapidly-changing labour market, attract their attention to the process of digitisation in education, as well as tendencies to green economy. At the same time we aspire to equip them in non-trivial competences, which will make them outstanding in the competitive labour market.As stated in the European Skills Agenda 2020, we desire to:-strengthen skills and intelligence among engineering students, -support the green and digital transitions, -increase the number of STE(A)M graduates, -foster entrepreneurial and transversal skills, incl. skills for life,-help future jobseekers (in niche professions) to effectively promote their achievements.The diagnosed needs of secondary level engineering students:- to possess unique skills which can open up their new career opportunities, including STEAM- to participate in innovative online courses which can be also recognized on the non-formal learning pathway- to raise their digital and new-tech skills indispensable in their future job- to boost their skills for life and soft skills (e.g. to non-trivially promote one's own achievements)- to develop their talents and interests, also at extracurricular activities (to raise self-esteem and realize what they are good at)- to better adapt to the business world and make business relationships more easilyAll partners’ motivation is to improve quality in education and follow some innovative methodologies and guidelines on how to support them in future career, provide extracurricular activities and tailor-made vocational support, create innovative learning environments adapted to students' specific needs and talents, boost students' vocational skills and skills for life but also improve vocational and transversal skills of VET (engineering) teachers through STEAM approach, increase students interest in STE(A)M and pursue a STE(A)M career. All partners believe that STEAM education creates critical thinkers, increases science literacy and enables the next generation of innovators. Also through STEAM, students develop key skills including problem solving, increase team collaboration and creativity and develop communication skills that can use in all areas of their lives.<< Objectives >>Now, more than ever, the whole EU needs a paradigm-shift on skills. One that delivers a bold skills agenda for jobs to drive the twin transitions and ensure recovery from the socio-economic impact of the COVID-19 pandemic that affected the whole Europe. This recovery momentum mainly relies on vocational and training sector, re-skilling and up-skilling.The project’s objectives correspond to a New Strategic Agenda for the EU 2019-2024 – building a climate-neutral, green, fair and social Europe. The initiative remains in compliance with European Commission’s priorities for 2019-2024 (Political Guidelines): an European Green Deal and a Europe fit for the digital age. This is also supported in European Skills Agenda 2020 which thoroughly specifies main skills for jobs and among others it emphasizes skills to support the green and digital transitions. Our project gives the sound opportunity to strengthen the vocational skills of VET students specialised in engineering through the setting up of a well-structured outcomes through which they will: - boost knowledge and awareness regarding environmental issues such as: climate change, renewable energy sources, smog and carbon footprint;- gain and expand specific knowledge in the field of design, engineering and dedicated graphic design software platforms taking the selected environmental issues into account while designing; - develop passions and vocational competences leading to the choice of a career pathway;- boost digital and media literacy for effective online promotion purposes;- increase interest in STEAM-based approach to acquire peculiar skills, making their position in the labour market stronger than ever;- increase employability opportunities through the development of specific skills.We wish to make VET training offer more attractive and focus on digital and eco-oriented sustainable professions, to be precise on those which can contribute to green economy and may thrive in a virtual environment.Through the implementation of this project all partners will equip secondary school students specialised in engineering with the adequate vocational, specific and unique skills which will allow them to work more effectively and competitively in the EU labour market, take advantage of advanced technologies and prevent labour market mismatches in a long-term perspective.<< Implementation >>MANAGEMENT/ COORDINATION/ COMMUNICATION – EDUKATOR will manage the project and will make their Work-space available to the project (e.g. Google Drive; Huddle/ Admin, etc.). As a Project Coordinator EDUKATOR has overall responsibility for project planning, time management, budget, finances and reporting and effective communication with all partners.PROMOTION – through partners’ websites and social media, project’s FB page, local/ regional mass media, informative brochures. Meeting with stakeholders, webinars, taking special care of the project's visibility (logos, information about the project, disclaimers), etc.DISSEMINATION Channels:- personal networks: colleagues, partners through former national/international projects- Internet- social media- local press - regional/national seminars (for up to 20 people)- round-table discussions with policy-makers (at least in 2 partner countries)- open final seminar- EU Dissemination/ Project results platform- Eurodesk- School Education GatewayDissemination activities will be based on:- ongoing commitment of stakeholders,- strong project branding and actionable information on the website/ in social media,- press releases,- production and distribution of materials such as newsletters distributed to our wide stakeholder database,- multiplier events and participation in other related events at regional and national level.FINANCIAL MONITORING – through progress and interim reports and Mobility+ system.EVALUATION based on Integrated Evaluation Strategy.SUSTAINABILITY – based on an Integrated Sustainability Strategy and a well-structured database of stakeholders and other contacts which can contribute to the multiplication of project results.Besides, we are going to:- organise 4 Transnational Project Meetings and supplementary online meetings (at least 8)- organise 6 Multiplier events to widely present and disseminate the project results- develop 3 Intellectual Outputs: a. Green Best Practce Guide enriched with 3 podcasts (IO1) b. Design Course ""The Art of Green Districts"" available conventionally and in an online form on Moodle platform (IO2) c. A Young Engineer's e-Portfolio Handbook (YEP Handbook) (IO3)<< Results >>DURING THE IMPLEMENTATION STAGE WE WILL PRODUCE:- Project Management, Collaboration and Communication Plan- Quality Assurance and Evaluation - Dissemination and Sustainability Plan- Minutes following each partner project meetings (4 F2F and 8 Skype)- Reports (e.g. activity, financial, dissemination, evaluation) - Creation and distribution of informative printed material (leaflets, poster etc.)- A Project Management Handbook - A Project Brand Manual- A Quality Assurance and Risk Management (QARM) strategy- 4 Newsletters developed and disseminated after important project milestones - Project logo, website, Instagram, project facebook page- Stakeholder contact database and all important stakeholder register (Excel file)AT THE END OF THE PROJECT WE WILL PRODUCE:- green best practice guide through top desk research (IO1)- 3 podcasts on green good practices related to IO1- design course “The Art of Green Districts” (IO2)- interactive teaching materials and complimentary lesson plans (30 in total/ 5 per partner) - design course on Moodle platform (course in virtual reality)- guidelines on Online Badge System- a Young Engineer’s e-Portfolio (YEP) Handbook- 6 Multiplier events - 60 students, 30 VET staff to be trained- 180 posts to be uploaded on social media within the project duration (30 per partner) OTHER OUTCOMESDuring the project and after its completion, the partners expect that secondary school students specialised in engineering will be more adaptable to the needs of the labour market through the well-structured design course, which for sure will equip them with peculiar skills and help them enhance their uniqueness in the competitive labour market in this specific profession, providing climate-neutral, green and digital-oriented services. Students will be also capable of presenting their achievements through a non-trivial e-portfolio. VET/ STEAM specialists/ teachers will reinforce their didactic skills in a specific field through the introduction of innovative tools in their pedagogical routine. Thanks to the innovative course they will be more digitally literate as well."

"In ""Schools on the Move"" project our prior aim is to provide awareness of much healthier lifesytles in in terms of nutritional management, balanced diet,gastronomy, and sport activities for our schools and environment. Our motto is developing, applying good practices for healthy life at schools by experiencing. As young people are becoming more obese or overweight because of malnutrition and sedentary life styles all over the world and Europe this project is very essential for our students to understand the importance of healthy life style by balanced diet, and sports activities. Overweight and obesity are defined as abnormal /excessive fat accumulation that presents a risk to health. They are major risk factors for a number of chronic diseases, like diabetes, cardiovascular diseases and cancer. Acording to the surveys at least 2.8 million people each year die ( apart from considering the 2019 EU year of Rare Diseases) as a result of obesity.In Turkey the situation is also getting serious. 13,7% men and 20,9 % women in Turkey are obese. In total rate is 17%. According to the Health Ministry’s National Nutrition and Health Survey 1 out of every 5 people in Turkey are obese. We did the same survey with participant countries , we took their ranking of obesity according to the WHO and their national surveys. The results are worrying for all the participant countries taking place in the project.This project involving (TR, GR, PT, RO, ) aims to improve and promote students’ awareness towards healthier lifestyle by taking into account of eating habits and sports activities. As fast food is eaten widely all across Europe and other countries especially by the teanagers and leading sedentary and lazy lives and getting more unfit, more obese, and with an increasing tendency to become ill. In this project our prior aim is to promote healthier lifestyle by understanding nourisment information and healthy dishes for young people in every partner school. In this way each school will will gain information and experience of healthy life style from the experiences during the project and afterwards.School canteens will also adjust their foods and menus according to the project results. Students will analyse the nutrition facts about the food that they are eating, build up healthier alternatives based on their shared national favorites. While the project is ongoing they will photograph, describe and present in e book of national dishes and sport. The studentswill discover international fitness-circle based on the favorite sports/fitness exercises of the participating countries and students. The newly created exercises and their presentation in photos and descriptions created by their age group (book) and on the web shall get students interested in starting exercising."

"It is necessary to build up a positive communication about the opportunity of being entrepreneurs in Europe through sharing stories of successful entrepreneurs, in different countries and from our heritage and from present European startups ecosystems. This should be done starting from the use of digital and new technologies and appreciated ways of communication by the young people. Young people are more entrepreneurial than ever, and certainly more entrepreneurial than their older ‘baby boomer’ parents. Having done the research on the Erasmus EU thematic site database and other resources, we discovered that no projects have emerged that address these issues. The main question the project wants to reply is how can we promote entrepreneurship as part of young Europeans' culture and most important thing when they think of, see and meet an entrepreneur to start thinking that they want to be like her or him. We would like more young people to say: yes, I want to be like you! The BE LIKE YOU project aims to develop an innovative digital storytelling program based on entrepreneurial role model methodology for boosting the culture of youth entrepreneurship in Europe. Project is a strategic partnership between:-ARTES (Italy);-Raibais kakis (Latvia);-4 EPAL KAVALAS (Greece);-Fundacja Na Rzecz Integracji Srodowiska Akademickiego Miasta Poznania ,,Jeden Uniwersytet"" (Poland);-Colegiul economic ion ghica (Romania);-Asociacion Cultural Integra (Spain).The objectives that the project wants to reach: - exploring mechanism of role modeling among young people regarding entrepreneurship, communication channels that young people, especially those who want become entrepreneurs, use to build up their future career - offer an innovative methodology to create influential and appealing digital storytelling to empower entrepreneur role models among young Europeans; - create and improve a training program in European schools, at secondary level, put together by students and teachers in an formal and non-formal environment to produce contents of storytelling that can be spread in class and through digital means and the internet to other schools and youngsters in Europe that can impact on young Europeans role modeling promoting the career and choice of life of entrepreneurs;-share our knowledge with other stakeholders at a local, regional and national level.Project consist of:1) 2 Intellectual outputs: - Research on youngsters entrepreneurship role modeling - Toolkit on entrepreneurial storytelling2) 2 Learning, Teaching, Training Activities:- International Training for Staff on Entrepreneurial Storytelling- International Training for Students on Entrepreneurial Storytelling3) 4 Transnational partner meetings 4) 5 Multiplier events.International Training for Staff on Entrepreneurial StorytellingThe training will last five (5) full days (plus 2 for travelling), where 4 participants per each country (teachers or youth leaders who work in schools delivering educational programs at schools) and 3 expert trainers from Latvia, Italy and Spain will participate and training will be hosted in Valencia. The Training Course will be useful for developing participants' knowledge, skills and background knowledge of the common methodologies that made up the foundation of the project tools. The training activity aims to: - build the capacity of the project participants in the handling of the entrepreneurial storytelling program- prepare them to use the elaborated project outputs (IO1, IO2) - support the target groups in acquiring the necessary skills to deliver the entrepreneurial storytelling programInternational Training for Students on Entrepreneurial StorytellingThe mobility will last 5 full days of activities. Participants will be 4 high school students aged 16-19 per partner country, selected at the national level by each partner organization, in coordination with Associated Partners and partners’ stakeholder networks at the regional level. The language of the mobility will be English, in consistency with the international nature of the activity itself. The aim of this mobility is to test last version of toolkit at internationals level.The project overall results will be: - gained knowledge about the young people of European entrepreneurs’ success stories; - students dealing with a storytelling about entrepreneurial role modeling in order to build guidelines of an entrepreneurial education; - promoted entrepreneurship skills as a key to career development;- a created common format to produce interesting stories for younger generations about entrepreneurship and social entrepreneurship that can be replicated in many European countries members; - shared common European entrepreneurship stories inspiring students to become future European entrepreneurs."

"<< Background >>From amongst the well-known ""eight key competences"", ""Sense of initiative and entrepreneurial competence"" (SIEC) may be regarded as integrative, action-centered, creativity-driven, leadership-oriented one where all the rest of the competences are needed and might be regarded as components of it. SIEC is action-oriented while others are more knowledge-oriented. In spite of being the most important, according to our transnational survey, it is the least known amongst the educators. It is not taught in universities like math or languages and therefore, we got vague answers when we asked educators as to what SIEC is all about. Most of the uncertain answers regarding the entrepreneurial competence were ""it is something needed for entrepreneurs"". Wrong: it is for everybody and can be reformulated as ""ability to live a happy and successful life"" and the ""sense of initiative"" just reinforces that Most of the SIEC's specific components are well researched but comprehensive and integrated teaching/learning aids are really ""rara avis"".COVID has reinforced the need for such teaching aid and also for putting it to use. Schools were forced ""to take the initiative"" and turn to on-line teaching and one must admit that not all schools, not all teachers and not all pupils (and not all families) were ready for that. And in that struggle, not all layers of the society had equal chances. According to our experience, COVID has deepened the abyss between the poor and the rest of the society; the former facing also increased risk of being excluded. Therefore, SIEC is needed not just to give tool into the hands of the teachers and pupils to succeed but also a tool to fight for inclusion. To a different degree, but similar processes and situation are characteristic for all project countries. Transnational problems demand transnational efforts and answers. Our seven-country project team representing schools, SME's, not-for-profit organisations wishes to address the complex problems outlined above: develop teaching aid for two age groups (13-14 and 15-18) and support materials for their teachers too. Teaching aids will contain 14 important topics and 42 different components of SIEC. Teachers' support materials will contain exactly those modules but give wider and deeper knowledge, methodology suggestions, sample class plans, literature. Materials will be for on-line teaching having also electronic and smart-phone versions and having written support materials for all modules. Topics were compiled based on the needs analísis done by us in the project countries and module composition will again be gained from the second needs analysis done before the project actually starts. Materials will be elaborated in English but a short supplement on all project languages will support and ease their use. We are sure that materials to be prepared will meet the needs of the pupils and their teachers (and for that matter, their parents too) and will reinforce their ability and willingness to develop creativity, be able and willing to take initiative, increase their entrepreneurial spirit and thus become socially more valuable citizens. And higher social value of a citizen is the best tool for his/her inclusion. And it goes for pupils, for teachers and generally, for the adults too. Persons who have strong sense of initiative, who are action-oriented and willing to turn ideas into reality and put knowledge to work are always included into the society. Project results are to support such people and increase their number - it is for the benefit of the society.<< Objectives >>The seven-partner, seven-country project team plans to develop teaching materials about sense of initiative and entrepreneurial competence (SIEC) for two age groups: 13-14 and 15-18 year-olds. Further (since teachers themselves are not too familiar with that competence) also teachers' support materials (TSM) for the teachers of those age groups. Materials contain 14 topics (different for the two age groups) and each topic contains three modules to be taught in one class. (45') Topic and module composition are based on the results of two needs analyses done by the project partners in their countries. Topics and modules are semi-independent, i.e. the teachers (and also thir pupils) may chose any given unit to teach and learn - the one fits to the concrete needs, interests and experience of the given class. Teaching materials are for on-line teaching but also have electronic and smartphone versions too. Further, materials also have written support texts to help in teaching and learning processes. TSM contain methodology suggestions, sample class plans, literature too. Concept for the four groups of elaborated materials are elaborated and presented in the ""Groundbreaking""; a material containing, eveluating and analysing the overall educational ambience (tradition, rules, experience, methods, non-usual teaching practice, COVID experience, best practices, etc.) in the project countries and also evaluation of the results of two needs analyses, basic philosophy of the selected topics and modules, applied methodology and tools used in different versions of the teaching materials prepared - i.e., Groundbreaking serves as a sceleton and theoretical fundament for the teaching matrials and it also rerves as the basic guideline for the project work. It can also be used in school management, by the teaching staff and by the adults too. All materials are elaborated in English but each partner prepares a short supplement of the materials (five ""volumes"") in its national language. The 24-month project work will surely yield materials that will help children and their teachers not only to become familiar with the basic components of the SIEC but also prepare those persons to put their knowledge to work - i.e., to be more creative and innovative, develop and use their sense of initiative, sharpen their entrepreneurial spirit. With all that, persons become more valuable and also their society - more effective. Further, SIEC will greatly help incusion (and not just an an ad hoc basis but permanently, sustainably; SIEC is given not for just one moment. Albeit materials also provide short theoretical ground, topics and modules are fully action- (practice)-oriented. Materials elaborated in the project are basically for the pupils and their teachers, but they are usable effectively also for the adults, practically without any alteration. So, if a school or a teacher is daring enough, they may organise a joint pupils - their parents teaching/learning session. Therefore, project results are useable and useful not only for schools but also for municipalities, organisations active in adult training, volunteer civic groups or even in management courses. So, project results can be implemented is several ways and for several organisations; results achieved are very flexible.It is also important to note that elaborated materials can also be used in the classical frontal teaching. (Our transnational survey shows that the majority of the teachers in all countries still used that methodology before COVID forced them to change for on-line teaching.) That is, the elaborated materials are flexible enough also in that sense. That opportunity gives a great versatility into the hands of the educators to implement the best, the most effective methods to achieve the best results.<< Implementation >>Our project work is an effective superposition of transnational, joint, collective work of the project partners and tightly coordinated local activity conducted by each partner. Coordination and control are basically done on transnational meetings (personal ones and also on-line ones). Transnational meetings consist of three parts: Project management part; answering mostly on ""how we work"" (planning, progress, communication, quality assurance, finances, documentation, risk assessment, dissemination, etc.); Workshop part answering on ""what we have done and will do"" (discussion of materials prepared, their evaluation and approval, tasks to do till the next transnational meeting, elaboration principles and considerations, etc.) Workshops may be extended with other local participants and turned into a ""mini-symposium""; and Others for planning the next meeting, its agenda, tasks for the next period, etc. Because of COVID, three personal transnational meetings are planned (kick-off, midway and closing) and we will have several on-line transnational meetings, usually within three-four months. The agenda of the meetings is similar and contains around 20 agenda points. Transnational meetings serve ""transnationalisation""; i.e., coordinated project work and results of the partners become joint results after approval. There are interim periods between two transnational meetings and during those interim period the complementary activity is conducted: tightly coordinated and controlled local team work with each partner. (Here, COVID has highly increased the responsibility of and the workload on the local project managers.) Partners work on tasks assigned to them (division of labour is based on the results of the Groundbreaking) and regularly report about progress and results to the Coordinator and the partners. During interim period, communication is a vital tool and it also helps bridging the eventual obstacles; camaraderie of the partners is an overall attitude. Partners elaborate materials for wide use and therefore, sharing and promotion of it (shortly: dissemination) are also an ongoing activity and responsibility of each partner. Dissemination is also a superposition of activities and methodology: it partly rests on the joint project aspects, indications, principles and suggestions (i.e., the ""central"" aspects of the project common for each partner) and partly on local conditions, community interests, local circumstances, local stakeholders. It is again the local manager that organises those dissemination actions and his/her support team provides the necessary support. Each partner and also all project partners as a whole see to it to disperse the information about the project proceedings and results as wide as possible. All media available (written, oral, electronic, multimedia, internet) will be used for that and local, regional, national and EU-level stakeholders will be addressed. A very important sharing and promotion event will be the Multiplication Event held towards the end of the project; it will also be an important quality feedback about our work. (We regard all comments and feedback as quality indication; so the project will have a ""built-in quality assurance"" during the whole tenure of the project.Partners activites include also securing the sustainability of the project results. On the one hand, the components of the teaching materials are well established and stable but in methodology, new ways and means may arise. (It goes especially for on-line teaching and internet use). Therefore, project partners remain in touch after the project ends (in fact, they all are long-time friends and partners already) and each partner will update its material if need arises. Eventual expenses connected to updating will be covered by the given partner.Summarisingly, activities of the partners before, during and after the project will secure usable and high-quality teaching materials.<< Results >>There are two types of our project results: tangible and intangible ones. Tangible results contain five volumes of teaching materials (Groundbreaking, two teaching sets for the two age groups and two TSM's for their teachers.) Groundbreaking contains the basic philosophy and concept for the whole work and is also the basis for our division of labour. (It is also very useful for any school management and educational staff.) The five volumes are in English and each volume has its short supplements on all national languages of the project partners. So, all in all, project yields 5 volumes x 7 partners plus English =more than 35 volumes of materials. (We call them ""volumes"", even if we elaborate on-line teaching materials and not textbooks. However, written aids are also prepared and TSM's will be mainly written materials, so there will be printed materials too - amounting altogether to about 3000 pages) Tangible results serve as tools for sharing and distributing. (I.e., disseminating). Naturally, materials will be available free of charge, will be uploaded on the web-site of the project and also on EU's platforms. Further as ""tangible"" results, they will be deposited in the library of the given community, in the relevant schools, in municipalities. Since all materials will be downloadable free of charge, partners hope for a large amount of users. There are intangible results of the project too. The first is the most important: the more communities use our materials, the more persons will develop their sense of intiative, the more people will be action-oriented and results-driven - i.e. the whole society will benefit. In parallel to it, inclusion will be stronger (valuable persons are always included). That is the overall aim of the project partners. There are other intangible results too. Joint project work will develop the project partners themselves too. (""Docendo discimus"") Partners will learn how to work jointly and effectively, how to combine joint work end local initiative, how to accommodate other cultures and approaches, how to manage transnational teamwork, how to find and build synergy amongst partners, how to organise sharing and distributing (dissemination) effectively. That is, not only the partners themselves but also their organisations, their communities will also benefit from those intangible (and also tangible) effects. Quality and effectivity of the project results is secured also by the composition of the project teams. There are schools (general and also professional ones), SME's (having experience in teaching/training and preparation of specific teaching aids) and a Foundation (i.e., a non-profit civil organisation) as primary partners. That variety of the partners eo ipso yields synergy and intangible results. Further, non-school project members will involve their partner schools and schools - their municipalities and Regional Education Directorates. (Just because the last aspect: as it is now, we have access to more than 400 schools - which is an enormous base both for using our results and also as support and feedback for our work.)"

This project includes five secondary schools from GR,IT,FR,DE,PL. It had involved pupils aged between 14-20.The project focuses on the problem of social exclusion (in terms of basic skills lack). In order to reach the goal of inclusion we have proposed new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities.During the two years of the project we have worked on the 4 issues that the project group defined and discussed as the goal to overcome the limit school success.(1-Lack of social inclusions; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs) After analysis wascarried out in five schools by taking observation of the teachers’ view, taking consultant teachers’ ideas into account, applying a basic survey which evaluated those four obstacles.The strategies and methods we applied which we agreed upon embody plenty of ideas which has been a real alternative to solve these four problems.Before creating this project we had a pre-work period about the new strategies and defined 5 new ones to use in our project. Every partner applied one of these methods in its school environment, observed and evaluated the outcomes. During the meetings these outcomes has been discussed by all the partners and has been transferred to one another. During the period of 2 years the 5 strategies have been applied and evaluated. We hope that the positive results we have reached during the two years of project will encourage the partners to continue to use these strategies and methods at their schools.We worked on the definite innovative strategies to provide the knowledge and skills that students will need to succeed in a new global world rather than the traditional model still practised at most schools. We studied the following five strategies:GR -Cooperative LearningIT-Peer TutoringFr - Student-Led PerformancesDE-Project Based LearningPL - Physical Fitness Programs -Beyond SportsAchieved results :-promoting the inclusion of excluded students, those lacking basic skills, with risk of dropping out and/or with fewer opportunities by helping to promote their integration into the mainstream education and society.- applying new strategies for overcoming social exclusion, lack of basic skills and school drop out- adopting new methods aimed at the social and emotional development of children as students with special educational needs .- giving teachers different methods of education and sharing good practices- finally creating a practical guideNUMBER AND PROFILE OF THE PARTICIPANTSStudents/teenagers: The project has put excluded students at the centre of our attention, so 250 in tota had actively taken part in the project activities. Approximately 1200 students/teenagers have been indirectly involved.Teachers/Adults: teams of 5 teachers in each partner organisation have been involved so 25 altogether take an active part in the project. There was an English teacher and a Maths teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults were indirectly involved.Administrative staff: The head teacher/chairman and a deputy head have taken part in the project, approximately 36 administrative staff were indirectly affected.Families: The number of the family members were 300 and they contributed to introduce the host country’s culture, tradition and to prepare traditional food for an international evening.Local community: Local community including local press, municipality, directorate of national education and PTA have helped to disseminate the project to a wider community.RESULTS AND IMPACTSThroughout our project the five partners aimed at creating both short-term and long-term tangible and intangible results and achieving the biggest possible impact on future projects and policy processes such as:- leading students to overcome lack of self-esteem,-setting up the project website in order to provide continuous access to the general information of the project activities, progress and results,- writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results,- arranging communication, and cognitive skills of students at risk,-cultivating effective partnerships between trainers,educators, and community organizations.The project has been managed in a very good way before the pandemic but after that a lot of things changed. First of all it was impossible to held the last meeting in Poland. We asked for a 12 month extension for the project hoping that the pandemic wouldl overcome but al least we had to hold the last meeting in a virtual way.. The French team didn't take part in this meeting as the P.E. teacher was left alone and the students were half at school and half at home, so it was impossible for him to find participants. Furthermore we had to face some communication problems with German team as they have undertaken lots of changes over the last two years, all the teachers and the headmaster have changed leaving the new contact person ( who is now working in another school) without instructions and the outcomes both of the meetings and school activities..