The 2007 economic crisis that hit Europe in 2007, can turn into a cradle for cultural barriers and extremisms and a recruitment place, above all for disoriented young people. Young unemployment is amongst one of the main issues in Italy (29%) and Spain (34%), less in Romania (16%) and in Slovenia (9,7%), emerging European Countries. Italy is the Country with the lowest GDP growth rate (0,9%); Spain succeeded only in recent years to stabilise its growth (2,5%), Slovenia and Romania (4,5% and 7,3%) are experiencing quite high level of GDP growth rates, due to the start of less developed contexts’, on which the impact of the public policies turns out to be greater.At the same time, it is spread out a return to the production pre-industrial ways and the consumption. This process, that revolves around the idea of sustainable development, is having an important role within the agricultural sector and it promoted the renaissance of traditional productive strategies and the rediscovery of raw products that were disappearing. The proliferation of typical products of Slow Food Associations is an example of this process: it is possible to mention Matera’s bread in Basilicata (produced only with durum wheat semolina) and the Caciocavallo Podolico (a cheese that is produced with a high quality milk and with an old traditional technique of the ‘stretched cheese’).Leveraging on the cooperation between European Schools with the aim to allow the students to take part in training processes based on learning-by-doing is the Purpose of “BIO BREAD”, that aims at promoting a learning experience that may make students able to strengthen their sense of multiculturalism and their perception of diversity as a source of growth and innovation and to rediscover the value of agriculture as a community and survival practices that combines different populations.Through the cooperation with Solski Center Novo Mesto, Colegiul Agricolsi de Industrie Alimentara “Vasile Adamachi” and C.P.I.F.P. Hurtado de Mendoza, the coordinating School, Vocational Institute of the services for agriculture and rural development “G. Fortunato”, aims at involving 96 students from III and IV classes , coming from the study fields for Agriculture and Rural Development, Food and Wine and the Marketing of Agricultural Products, in a learning path that will allow them to rediscover the community value of the Agriculture , its importance in terms of economic subsistence and its being common practice between populations, beyond social, cultural and linguistic characteristics.The purpose is to allow to the students beneficiaries to develop entrepreneurial, multicultural and linguistic competences. Each school will start a path based on the traditional agriculture and on the re production of the whole process that goes from wheat to bread. At the same time, it will be centred around a strategy of marketing to be used, hypotetically for the bread that will be produced. 4 international Mobilities that will last for 4 days, will be expected( excluding travel days) in Italy, Romania, Spain and Slovenia. Each single mobility will involve 24 students, about 18 international students and 6 from the Hosting Schools. The Mobilities will be an Exchange of views and common learning on the traditional and biological agricultural and the strategies of marketing, from a multicultural point of view. Following outputs will be realized: An -amateur video that will film the main steps of the process and that will be used as training tool by the involved Schools;-a publication of a kit-tutorial about the recipe of traditional and biological bread;- a publication of a kit tutorial of the created marketing strategies;-the realization by each School, of a final event of bread’s tasting of the bread, where other students, families, other Schools, SlowFood Associations, economic and institutional stakeholders will take part.The project will have a strong and long-lasting impact on the involved students, allowing them to:-specialize in the process of wheat transformation to bread and in the creation of a marketing strategy ;-improve their linguistic competences ;-get the acquisition of a multicultural attitude, of openness and respect of cultural, ethnic, social and religious differences.On the involved schools, The project will also have following expected impacts: -the acquisition of specialized competences of planning and management of international learning programmes;-the improvement of didactic offer, towards the creation of learning programmes based on learning by doing;-the development of a detailed knowledge of e-Twinning, to be used as a tool of improvement and innovation; -a bigger knowledge of the local productive and economic reality related to agriculture.

"""Math for daily life"" (no. 2017-1-02KA21-9036781) was a project coordinated by the Polo Tecnico ""Fermi-Gadda"" with the participation of ""Solski Center Novo Mesto"" from Slovenia and ""Ventspils Valsts 1 gimnāzija"" from Latvia. The project improved the quality of the teaching/learning of mathematics within the partner schools, ending last 15th Oct. 2019, after 24 months (from October 2017) of interaction, organization and cooperation among all the partners. The project focus was the development of three ""Short-term exchanges of groups of pupils"":- Activity C1 carried out in Italy and hosted, in Naples, by the project Coordinator (May 2018); - Activity C2 in Slovenia and organized by the hosting partner ""Solski Center Novo Mesto"" (April 2019); - Activity C3 hosted in Latvia by ""Ventspils Valsts 1 gimnāzija"" and organized to facilitate the additional mobility of the Slovenian students (April 2019).Apart from the LTTAs, the project included 4 Transnational Meetings, which involved the representatives of each partner school and simplified the project management and the exchange of good practices.""Math for daily life"" achieved the following objectives:- the project cooperation and activities contributed to the improvement of the teaching and learning of mathematics within the partner schools, making the subject less abstract and more connected to everyday life (music, art and architecture, etc.);- the participation of students from different socio-cultural backgrounds in the planned activities has favoured their inclusion within the (extra) curricular life, positively impacting on the development of soft skills such as team work, mutual understanding and intercultural dialogue;- the exchange among different student delegations had extraordinary effects on Language learning and acquisition and, therefore, allowed the improvement of students’ comprehension and expression in English;- the project updated the teachers’ communicative approach, which became more appealing.60 students of different nationalities (Slovenian, Latvian and Italian), between 14 and 17 years of age, and characterized by varied socio-economic and linguistic-cultural backgrounds, participated in 5-day training activities abroad, supported by accompanying teachers selected from the staff of each partner school. Specifically identified project representatives, mathematics and language teachers of different age, facilitated the LTTAs and systematized the project results within a final e-book including all the exercises and tasks developed.The impact registered on students was measured both through ongoing monitoring actions and by means of an online questionnaire (created on Google Forms):- 86% of participants improved their approach towards mathematics and their attitude of rejection changed;- 86% of learners strengthened their logical and critical thinking;- 100% of participants improved their linguistic competence in English;- 100% of students are now more motivated towards study and their self-development.The impact on the participating teachers was:- improvement of teachers’ didactic skills for teaching mathematics in a modern and innovative way;- greater knowledge of the Italian, Slovenian and Latvian school systems and different learning environments;- strengthening of teachers’ linguistic skills as well as their ability to plan actions for school improvement in the context of European cooperation."

"“STEMmed. FR.O.M. Robotics – STEM iMprovED in the FRame Of Mobility and Robotics” is a project promoted by the partner Schools, East London Science School in the United Kingdom; Siauliu ""Sauletekio"" gimnazija in Lithuania; “Šolski Center Novo Mesto” in Slovenia; “Bucak Mesleki ve Teknik Anadolu Lisesi” in Turkey, which strategically came together to promote the adaptation of their educational plans to the technological revolution detected at European and global level.Specific objectives of ""STEMmed. FR.O.M. Robotics"" are:-enhancing students' digital skills through international exchange activities that will make them main characters of the learning process;-creating a digital learning environment to respond to the needs of an ever changing teaching quality, that goes hand in hand with the spreading of new technologies in everyday life;-enhancing cultural awareness and Language Learning;-establishing a “Knowledge Alliance” at local and European level that can support schools in addressing the challenges of modern education to foster the development and enhancement of digital skills.""STEMmed. FR.O.M. Robotics"" will last 24 months and will involve no. 60 students (aged 14 - 18) in 4 international exchanges to be held in the partner Countries: Turkey, Slovenia, Lithuania and United Kingdom. Each exchange, mixed with virtual moments on eTwinning, will have a total duration of 7 days, including 2 days for travel arrangements from and to the hosting country. The topics at the centre of each LTTA are: • C1: technological knowledge at national level and analysis of the status of digitalization of the European schools involved; • C2: the challenges of technology and the risks of the internet for the younger generations; • C3: educational robotics and pupils to encourage team work; • C4: adapting school education to the European Digital Agenda.The Strategic Partnership estimates that the project will produce the following long-term impact:-60% of participating pupils will improve their school results in STEM disciplines;-100% of learners will be more aware of the new job profiles emerging from the ICT sector and modern trends coming from the labor market;-50% of participating students will be engaged in extra-curricular activities started off from “STEMmed. FR.O.M. Robotics”;-60% of British students will decide to add the study of a foreign language in their school curriculum;-60% of by the Turkish, Slovenian and Lithuanian will improve their English results.Teachers participating in the project, in the long run, will become:-better able to contribute to the improvement of their school Educational Plan, after the acquisition of new teaching methodologies aimed at creating innovative and open educational environments;-more active in the proposal and organization of extracurricular activities addressing other types of training and social needs;-more familiar with the use of the tools made available by the Erasmus+ Programme to facilitate project management and dissemination, which will help them sustain their active participation in the Programme.Teacher’s continuing professional development will lead to school sustainable improvement and internationalization. With more competent teachers, the partner Schools will feed the competitiveness of this and other future strategic partnerships as well as new initiatives and support actions undertaken to foster learning in non formal and informal contexts. In addition, contacts with external stakeholders, professionals, experts, policy makers, will be consolidated throughout the project duration, enriching each one’s network at local and European level."

The Schools in partnership (“M. Polo - R. Bonghi” State High School in Assisi, “Mechanics and Electrotechnics Technology Professional”High School in Lovech,“Mehmet Kemal Coşkunöz Mesleki Ve Teknik Anadolu Lisesi”in Bursa and “Šolski Center Novo Mesto”) try keeping up with technological developments, as it emerges from the suggested Educational Offer to their learners, aimed at guiding them towards future changesand by the equipments the laboratories have gradually equipped themselves with.The European Union has defined a “Digital Education Action Plan” for the integration of technologies in Education, for the purpose of pursuing 3 objectives:-to improve the use of digital technology for teaching and learning in schools;-to promote the development of digital skills and competences;-to improve Education through better data analysis and forecasting.In the near future, 90% of jobs will require e-skills, so it is important that education systems provide the required qualifications.Cooperation at European level will help to start the exchange on possible responses to emerging challenges that transcend national boundaries regarding technological trends such as artificial intelligence, automation and robotics.From the awareness that education and training systems must be adapted to the digital age “R.O.B.E.: impRove knOwledge By stEm” originates from, that will comprise the cooperation of the partner schools to implement a proposal that will allow 112 learners enrolled in the Two-year Period of Technological and IT High Schools to undertake a path of international exchange about STEM methodologies and technologies.It will be understood, therefore, the importance of improving competitiveness in the field of science, technology and development.Thanks to the mobility for a total of 7 days (5 days for ‘LTTAs’ and 2 travel days), the following specific objectives will be achieved:-to achieve innovative knowledge about Automation and Home Automation, Plant Engineering, IT, Robotics;-to achieve skills through learning modes related to Distance Learning;-to improve multilingual comprehension and communication skills, both in written and oral form;-to enhance EU key competences related to STEM (Science, Technology, Engineering, and Mathematics) subjects;-to initiate internationalization processes;-to improve digital competences;-to improve transversal competences such as Entrepreneurship, Creativity, Team Working, Problem Solving, Design.At the same time, Schools will achieve the following objectives:-internationalization of the educational offer;-exchange of good educational practices;-fight to early school leaving;-update of teachers' educational and linguistic skills;-to improve the design skills of the school staff.The creation of “R.O.B.E.” local network will be an opportunity for the schools in partnership for continuing along the path of cooperation, creating a long-lasting twinning,with the aim of promoting training of excellence regarding STEM subjects. The Schools will encourage learners to create video-lessons in foreign languages to be shared online with international partners, which can be used as a support for teaching and self-learning.It will be created an annual competition for encouraging the launch of new projects and new proposals, also from international groups of learners, who, cooperating together on eTwinning, will use their skills and abilities in the STEM field. The competition will allow the inception of new outputs to be disseminated in order to promote schools that will be able to act, in an international way, as virtuous Training agencies, able to develop high skills and abilities among their learners. The competition will be extended on eTwinning to new Schools, in order to increase the international cooperation network.The Schools will also create paths dedicated to female students, often unwilling to undertake a specialization in the framework of STEM subjects, both on eTwinning and through extracurricular paths or through distance learning.The latter can be used to allow learners, especially those with fewer opportunities, to take part in highly training and specialized sessions.“R.O.B.E.: impRove knOwledge By stEm” will therefore be the starting point for a constant and continuous cooperation that can be an example for local and international Schools that will decide to start an international cooperation path and use the methodology of Distance Learning, or didactics through eTwinning, to allow their learners to achieve full educational success.

"In the last years, the future of Agriculture in Europe has been widely discussed touching key issues related to the involvement of the young generation in the sector, or the discrepancy that has always existed between the conservative vocation and the most innovative one using new technologies. A starting point for the renewal of the Agricultural sector has been found in the modernization of the mindset of those who work in the sector, starting from future workers and enhancing laboratory experiences in the classroom.The project “AGRICULTURE 2.0 - Enhancing students' skills to combine tradition and innovation in the agriculture sector” was born from the collaboration of educational institutes based in Italy, Latvia, Slovenia and Croatia who aspire to overcome the difficulties that today students face when entering the World of Work in the today's farming sector, creating a specific training course targeted to students attending their third and fourth year (aged between 16-18 years). The project aimed at achieving the following objectives:- to support the transnational dialogue for the development of a modern and competitive Training Offer, which takes into account the demands of the labour market in the Agricultural sector to combine tradition and innovation;- to promote the exchange of good practices among higher education institutions to equip students with soft and technical skills, promoting and exporting the use of an innovative teaching model such as the ""School Laboratory"";- to support the development of Agricultural traditions as an important source for the local economy, promoting the discovery of the biodiversity, of European policies linked to the agriculture sector and touching the topic of healthy nutrition thanks to the use and valorization of local products. The program of activities planned from November 2017 until October 2019, has been organized as follows: - research activities, collection of best practices and case studies, with particular attention to the experience of the ""School Laboratory"" carried out by the Institute Liceo Scientifico e Linguistico ""B. Rescigno""; - training course with the support of the eTwinning platform aimed to the establishment of long-distance relationships amongst twinned classes (40 students per each partner) and the exchange of training experiences, along with the foreign mobility experience (20 students selected amongst the participants) lasting one week to be hosted by the other partners; - management of the projects developed by the students based on the ""School Laboratory""; - development of an action plan containing improvements to be made to the Educational Offer that every European School can repeat in order to modernize its curriculum. As far as the methodology adopted, a number of good practices successfully tested by the partners have been selected, starting from the ""School Laboratory"" model, the ""learning by doing"" approach and the ""shared participation"" model. The project has produced the following tangible results: -a collection of best practices and case studies from the experiences in partner Countries, collected in an e-book; - a training offer for the modernization of the Educational Offer of the parnter schools, according to a common pattern for development and internationalization; - an innovative training program for students, composed by blended mobility (virtual and physical mobility; - 4 projects developed and presented by the classes involved in the virtual twinning via the eTwinning platform for the discovery of biodiversity and local Agricultural traditions in a modern way;- 4 promotional videos made by students; The impact of the project “Agriculture 2.0” had relevance on: - students: improved technical and soft skills (linguistic and ICT’s skills), discovery of the peculiarities offered by their territory, favoring the emergence of a critical and entrepreneurial thinking towards the Agricultural sector;- Partner Schools: renewal of their Educational Offer, more strategic use of ICT in formal education contexts and inclusion of non-formal experiences in the training process; renewed dialogue between academic world and stakeholders and improved PM skills with opportunities of new collaborations;- Target group: 1. students and teachers renewed teaching, starting from the use of new technological teaching aids; 2. stakeholders such as farmers and entrepreneurs: increased visibility towards the enhancement of innovative crops, with the recovery of local products and benefits of sales to local/transnational level; 3. School system: be a spokesman of the market needs; 4.Public Institutions: renewed strength in the dialogue with transnational partners."