"This project originates from the idea of modernising an old, run-down house by young vocational students in such a way that young people from all over Europe have a meeting place in this newly renovated house through the EVS (European Voluntary Service), now called the ""European Solidarity Corps"", in which they can contribute to a local community and intensively get to know a piece of Europe through this task. The project work is intended to deepen the skills and abilities of the trainees' own profession, but also to enable them to become familiar with the skills and abilities of other trades. In addition to professional competence, other important competences (social, team and personal competence) are promoted, which enable the young people to develop into valuable members of our European society, to improve themselves and to be active for others. Overall, general competencies in trade are promoted in this way.In this concept of the project, different objectives were pursued, all of which contribute to the formation of a European society of solidarity. The main objective was to modernise an old house, save it from decay and ultimately make it usable for European youth. The second goal was to learn from each other on the path of advancing digitalisation, to gain insight into BIM technology (Building Information Modelling) and to use it at the level of a vocational school. Another goal was to present documentation of the project in its various aspects in the form of a photo book. This not only promoted the use of modern methods of media technology, but also created an easy-to-use and lasting documentation. A sense for the partner's language and the de facto EU language, English, was made possible through the creation of a multimedia technical dictionary. The final objective was to investigate, through a survey of contemporary witnesses, why many buildings in the cultural region of Transylvania/Siebenbürgen have fallen into disrepair.To achieve these goals, seven AULs were designated. Within this framework, the school partners met, planned the project, divided up the work and implemented it practically. Three AUL's were planned for implementation, two of which were carried out according to plan while the last one could only be carried out by one partner due to the corona pandemic. CAD-supported plans were drawn up, the entire living space was redesigned, the house was brought up to modern living standards and partially handed over for use.Project results include: the house, which was modernised to approx. 80% due to corona, which is 100% completed in the caretaker's flat area and already inhabited, a photo book that highlights the project through media, a digital dictionary created by pupils, a documentation on the introduction to BIM, as well as a contemporary witness report.The long-term benefits are seen by the partners mainly in the use of the ""volunteer house"" by European youths who develop contact among themselves, to expand their skills and abilities and to work for the benefit of a local community. The European volunteers will take these experiences back to their countries of origin and thus contribute to the growing sense of common membership of the European Union."

"<< Objectives >>The project ""Connecting Generations by Working Together"" aims to enable adults to develop key competences and learn English as well as develop IT skills at various levels. In its innovative nature, the project assumes the inclusion of young people and the implementation of tasks in the form of intergenerational education. It has tangible benefits, as it is not only young people who pass on new skills to older generations, but also adults who pass on to young people the information they may need.<< Implementation >>During the implementation of the project, a number of activities have been planned, including:- English language course for adults with the use of ICT on the basis of intergenerational education- learning mobility for course participants and volunteers from the partner country- organizing an online meeting - Culture Festival, during which the culture, history and traditions of the partner countries will be introduced<< Results >>- greater educational activity of adults and awareness of lifelong learning as well as strengthening the conviction about the rightness of investing in one's own development- improving the quality of the educational offer for adults considering the needs of the labor market- improving language, IT skills as well as social and professional competences- greater awareness of cultural diversity and social, intercultural and intergenerational integration- social activation of excluded people"

The ICARO project aims to plan and develop specific innovative actions to prevent and reduce violence in schools among children between 11 and 16 years, through the conduct of research, training, counseling and support actions for teachers, students and families through the use of pedagogical approaches based on non-formal education methodologies, holistic approaches such as Gestalt therapy applied to children and art therapy. The objectives of the project are: - To assess the professional needs of teachers with regard to working with young people with difficult behaviors (such as violence, episodes of intimidation and other forms of youth violence), both in the role of perpetrators and victims. ; - Create a new specific curriculum for teachers, educators, social workers and youth with the aim of allowing them to develop specific skills to improve their skills in the management of violent and difficult behavior of students. - Create a Manual with new tools and approaches. based on non-formal education methodologies, holistic approaches such as Gestalt therapy applied to children and art therapy to combat violence in schools and in the family context; - Acquire the necessary skills and abilities for teachers who carry out complementary activities in schools for the application of methods and approaches to work with students with violent and difficult behavior in class. The target groups are students with violent and difficult behaviors between the ages of 11 and 16, their families and their teachers or teachers. 120 students, 30 families and 200 teachers from the following countries have been directly involved: Spain, Italy, Slovenia and Poland. Currently, teachers face many difficulties in developing their daily work. The bureaucracy to implement and adapt new curricula and new educational reforms, lack of time and interest in training, lack of support and confidence of students' families, lack of knowledge, skills and competencies to deal with students with special needs and violent behaviors, the dysfunctionality of some families as well as the lack of knowledge of the stages of development of the human being, are some of the vicissitudes that tarnish the work of prevention of youth violence in the classroom. Students who have violent and difficult behaviors generally come from families that face difficulties of various kinds, such as: addiction problems, violent behaviors, cultural difficulties, lack of control and limits within the family and / or lack of time and interest between Parents to pay attention to their children. This project was originally born in Spain at the local level when the Regional Education Authorities asked Euroacción to organize a series of workshops in several secondary schools in Murcia to prevent juvenile delinquency, bullying and other types of disruptive behavior among students. As a result of this initiative and mainly due to its success, we agreed with partners from other countries to try it at the transnational level. The innovative aspects are based on several arguments: first, we all share the same challenges and needs on the prevention of youth violence and it is very enriching to establish synergies between us to improve and develop a joint strategy, which includes non-formal learning methodologies , approaches inspired by Emotional Education, child Gestalt therapy, art therapy and therefore to effectively treat and prevent youth violence in school. The second aspect of an innovative nature of this project is based on the use of these same new methods from these humanistic approaches because they are not used or known by the communities of teachers and professionals in the formal educational field in general. A third element that talks about the innovative dimension of ICARO is the fact that families are taken into consideration when working with young people, since they are a fundamental pillar in their educational process. All efforts to prevent violence in schools would be useless if violence is still a problem at home and is part of the students' lives. Another element that brings innovation to the project is the lack of experiences or practical improvements in partner countries where there are no real and effective examples of projects that combine formal and non-formal education methodologies. Last but not least, we would like to point out that all the partners in our consortium share the same concerns, interests and feel that we have the same challenge in our countries when it comes to youth violence.

The main objective of the project was to decrease the school dropout rate in the partner countries with a holistic approach by developing education program for students, online inventory tools for teachers and students and increasing the teachers’ competences related to preventing school dropout and making contribution to the related measure around Europe. Early school leaving or Dropout is used by the EU to describe persons who are between the ages of 12 and 23 and have not completed their education at all or who have only received secondary education (European Commission, 2006). Every sixth young person aged 18 to 24 in EU-27 still leaves school with no more than lower secondary education and participates in no kind of education or training after this point. The children between the ages of 6 and 18 attend school as it is compulsory but some of the students are not interested in their schools. This situation can be described as hidden school dropout. On Council Recommendation of 28 June 2011 on policies to reduce early school leaving Council recommends as a prevention policy to reduce the risk of early school leaving before problems start. To prevent school dropout Council recommends: Enhancing the involvement of parents, reinforcing their cooperation with the school and creating partnerships between schools and parents can increase learning motivation among pupils. Developing early-warning systems for pupils at risk, which can help to take effective measures before problems become manifest, pupils start to alienate from school, play truant or drop out. Supporting and empowering teachers in their work with pupils at risk is a prerequisite for successful measures at school level. Initial teacher education and continuous professional development for teachers and school leaders help them to deal with diversity in the classroom, to support pupils from socio-economically disadvantaged backgrounds and to solve difficult teaching situations. In addition, extra-curricular activities after and outside school, and artistic, cultural and sport activities can raise the self-esteem of pupils at risk and increase their resilience against difficulties in their learning. Second target group were teachers who can be more successful by increasing their competences on school dropout and awareness on it through professional solutions than individual solutions, and they need practical tools to detect the students who are at the risk of hidden or apparent dropout, and they need to know how they can handle the situation of the dropout and what are the innovative methods to prevent it. Third target group were the students who are at the risk of school dropout, who need better quality of learning process and conditions. The factors that influence their drop out should be defined and eliminated and their relation with the school should be improved. Through this project we aimed to develop competence framework on school dropout for teachers, to develop test for defining teachers’ competences related to the school dropout and to transfer the test to online platform, to develop course materials and to develop trainings for teachers, to develop inventories about school dropout tendency among students and to transfer the inventories for school dropout tendency to online platform and to develop education programs for students at the risk of dropout. Eight partners were involved in the project from the Netherlands, Turkey, Slovenia and Turkey, 2 partners per partner country. Except Turkey, all partners are from EU member countries. As above mentioned school dropout or hidden school dropout is an issue to be handled around Europe in order to reach the already defined targets. The project aimed to develop international tools, materials and programs which can be used in any EU countries. This necessitates project to be carried out transnationally.By taking into account all these statistics, project team was really motivated to contribute for overcoming school drop-out problem but the established partneship lasted only ten months. During this ten months we had the opportunity to organize two transnational project meetings. The first one was in Almere, Netherlands and the second one was in Konya, Turkey. During these meetings necessary plannings were made for certain period of time and partners discussed the project activites and required contributions which they would give. As project partners we organized 5 skype skype meetings the minutes of these meetings are attached to the report as separate documents. Moreover, during this period of time we were able to finalize IO1 and finished almost half of the IO2 those documents are attached to the report as attachments.Because of the fact that Coordinating organization had to leave the project, unfortunately we weren't able to complete initially planned project tasks.

"High school students are immediate – “tomorrow’s” democratic force of our society who should actively participate in all aspects of economical, environment and social life in local communities. Unfortunately, performed surveys show they have scarce knowledge and are not interested in getting involved in any aspect of local community existence. The project aimed to contribute in increasing the present and future generations of high schools students’ skills and competences to face different challenges in everyday social life from different perspectives and to become active members of their local communities. To achieve this, the project focused on increased skills and competences of the teachers, for teamwork and cooperation that leads to development and implementation of common education approach for their students. The project aimed to present advantages of using of ""learning by doing"" students-based approach in topics of high community interest. This project also supported teachers in adopting cooperative and innovative practices with their training to apply some of the existing web 2.0 tools (OER) and eTwinning platform to increase their skills in application of ICT-based techniques, which leads to development of more attractive learning approaches towards students. The project was implemented by 9 PP, 3 partners form each country (Bulgaria, Slovenia and North Macedonia) involved, those were: 3 high schools (HS of Economics and Management (BG), HS ""Ljupco Santov"" (MK) and School Centre Velenje (SLO)), 3 local public bodies (Pazardzhik Municipality (BG), Public utility “Vodovod” Kochani (MK) and Ljudska univerza Velenje (SLO)) and 3 NGOs (CSEG (BG), MAGA (MK) and KSSENA (SLO)). High schools participated with teachers (3x3) trained on implementation of OER in school subjects and learning-by-doing methods, and they became part of teachers’ network, and were guiding students during the project; also 45 students (15x3) increased competences and skills in creation of Virtual Cities through team work. CSEG, MAGA and KSSENA had responsibility to deal with coordination and organization of the project activities; preparation of education handbook; training for ICT-based tools, using of RES and implementation of EE measures; dissemination of project’s results; organization of national dissemination events. Local public bodies were engaged in teachers' training for community managements topics, for human rights and anti-discrimination, preparation of Document for strategic transnational partnership and increasing of public awareness. The activities carried out in the frame of the project were the following: project management, coordination and implementation; preparation of materials and necessary IT equipment for transnational meetings and short-term trainings; short-term trainings to increase teachers’ skills and competences; mentors and students’ teams work on development of “Virtual City”; development and printing of the intellectual outputs; development and maintenance of project web-site; preparation of brochures and leaflets; organization of media publications and press releases; preparation of presentations for final dissemination events. Foreseen methodology that was used within the short-term joint staff training events and long-term teaching assignment was a mix of theoretical and practical participatory approaches, accompanied by using of ICT based methodologies. The most suitable is so called “learning-by-doing” method. The results achieved with the project activities were: Handbook for teachers; Document for strategic transnational partnership; 9 HS teachers with increased skills for practical use of OER (web 2.0 tools); Established teachers’ network through eTwinning module; 9 teachers - mentors with increased competences and skills for team work to develop common theoretical and practical teaching approach on the topics related with community issues; 45 students with increased teamwork skills in developing own educational approach for facing the challenges of active citizenship in local community; 9 students with increased skills and competences in transnational cooperation; 190 stakeholders became familiar with new students based ""learning-by-doing"" educational approach and the 2 intellectual outputs; project Web site, which is presenting all project activities and will be active a minimum of 3 years beyond the project end. Joint team work led to establishment of good partnership among project partners, increase their overall competences and skills for the implementation of new joint projects in the future. Secondary schools benefited from students’ satisfaction with the quality of learning methods, new methodologies and opportunities for research and learning, networking opportunities with other educational institutions, enhanced capacity for transnational cooperation."