People willing to become active European citizens need knowledge, skills and the right attitudes concerning democratic structures and active participation. For all these reasons we created a partnership from different schools and countries and we joined our forces in order to learn the human values. A Lifelong Learning Programme supposes intercultural dialogue, as partners from different countries and cultures were involved. Any discrimination national or religious was excluded. This program offered the occasion of a better acquaintance between countries, their residents, as well as, the way of promotion of intercultural education against the racism and xenophobia.Intercultural dialogue is the basis for real and lasting understanding and respect, which can only be built up through the acquisition of knowledge about other cultures. In our intercultural dialogue we tried to combat ignorance, prejudice, racism and xenophobia.The main concepts of the project was the sensitization to the idea of “other people” and reflection on one's own intercultural identity. The concepts were expressed through the topics of migration, cultural diversity, stereotypes, prejudice,tolerance, traditions, human and children rights, respect and self awareness. The final products MY CULTURAL IMPRESSIONS notebook and short films are living witnesses of progress achieved by the project. The students involved in the project did use languages, ICT, theatre, cinema, music, photo, arts, culture, local dances, traditions and local customs, as vehicles for research and to communicate the results of their work.The schools involved created the portfolios which include photos, paintings, video, theatre , etc. and shared them in project website and digital newspaper. A new learning environment which is attractive to teachers, students and the whole school was gradually created, favoring innovation and creativity in the field of teaching. At the meetings we worked together, become more aware of our own national identity and at the same time we learned about and appreciating to other cultures. At a more global level, this project offered a new perspective of culture and values. Our project represented a necessary approach to address the question, how cultural diversity and values can contribute to dialogue in Europe. How European citizens of different religious, cultural and political backgrounds can live together and enter into dialogue of mutual respect and understanding. The project examined their belonging to Europe while discussing their outward cultural identity, thus opening the debate to include issue of migration, racism, integration, mutual understanding, tolerance and acceptance of everyone in Europe. We are currently witnessing a new generation of young people who are redefining their cultural identity in a changing Europe. Many children of migrants were born in/out Europe, went to school in Europe and tired to work and create a family in Europe.Nine European meetings took place during the development of the project and allowed the European dimension of activities to be reinforced. Teachers and students were able to benefit from these exchanges and meetings, thus creating a true opportunity for intercultural exchanges and dialogue. The project aimed to raise awareness amongst EUROPEAN citizens and particularly among young people on the importance of using intercultural dialogue as a tool for promoting an active European citizenship. The target group included students and teachers. The foreseen activities were discussion, survey, case study,workshops, promotion of ICH/TCH,seminar, digital newspaper, international folk dance and song team.The objectives were:To raise awareness of the importance of intercultural dialogue, especially among young people, which aims to contribute to foster an active European citizenship – cosmopolitan and with respect for cultural diversity.To enhance interest and respect for the originality and variety of other cultural, national and religious groups.To confront younger generations with differences in culture, opinions and behavior and to look for ways to cope with these issues in an open manner without judging each other.The motto of our project was: Nice to meet you!Subjects: Migration,Early Leaving School, Racism, Stereotypes, Tolerance, Acceptance of differences.The project method was an educational enterprise in which children solved a practical problem. The students first chose the project, and then they discussed what they need to know for solving the problem and learned the required techniques and concepts. Finally they executed the chosen project by themselves.Time for reflection was provided during all phases of project learning, gave students the opportunity to evaluate their progress.The phases of approach: Discussion and sensitization, organization and realization of activities, collecting information, synthesis and process of information, evaluation.

The project “Una Europa, muchas historias” was set up for a period of 2 years and had the aim of bringing in pupils and teachers from 5 different schools in Europe (Portugal, France, Poland, Sweden and Germany) who should get to know both themselves and the European heritage in different ways. The means of communication should primarily be the Spanish language, the use of which should lead to an improvement in language skills.Due to the corona pandemic, we had to continue the project online. Despite the extension of the project which was based on short-term mobilities, not all goals were achieved. The project participants were able to visit Braga (Portugal) and Gdynia (Poland), but had to forego Lons le Saunier (France) and Waren (Germany). The last mobility to Brussels also had to be canceled. The coordinator meetings in Waren and Skövde (Sweden) took place, but mainly served organizational purposes and class visits. The evaluation of didactic materials - topic that was planned for the encounter in Lons le Saunier and Waren - did not come about for known reasons.Since class visits / observations took place in Braga, Gdynia, Skövde and Waren and were evaluated on site, we were able to achieve the goal of exchanging methodological and pedagogical information.One of the main aims of the project was to bring the students involved in the project closer to the Spanish language in authentic life situations. Personal communication at the meeting place (Braga and Gdynia), communication in the eTwinning twinspace or preparation of an activity led to the fact that the pupils were able to use the Spanish language more and were thus able to improve their language skills (At this point it should be mentioned that the activities that were planned for the stay in France and Germany had already been prepared in detail by the pupils in Spanish, but were not used because of the pandemic).In particular, the experiences with the host families in Portugal and Poland contributed to the fact that the pupils lost speech inhibitions and understood the Spanish language as a real means of communication. Through activities that were in preparation for a short-term exchange or that had an evaluative character, the pupils were challenged and encouraged by their teachers also outside of the regular Spanish lessons. The pupils developed not only intercultural skills, especially during the international meetings, but also social skills.According to the theme of the project “Una Europa, muchas historias”, the pupils got to know and understand the local, regional, national and European cultural heritage of their own homeland and that of their European classmates. This took place in international teams in the twinspace and on site during the two short-term mobilities. At the same time, the pupils became aware of their own identity and that of others as well as the values of the European Union and learned to appreciate them better. The knowledge that the pupils gained about themselves and others during the project will shape them for a lifetime. In addition to the language gain and knowledge of individual historical and cultural aspects of other regions and countries in Europe, the project has promoted understanding of the foreign, broken down prejudices and opened doors.Even during the corona pandemic, the pupils worked as best they as could under these circumstances to achieve the project goals. The teachers tried to formulate tasks that pushed the project forward and could be processed by the pupils despite quarantine or lockdown. So we stuck to the planning and dealt with the following topics before and during the school closings: Portugal - Roman heritage, Poland - World War II, France - gastronomy. By mutual agreement, the central topic for the short-term exchange in Waren was specified and should deal with the time in the GDR under the motto “My country after World War II”.Before each planned mobility, the pupils dealt with a topic that they should be presented at the beginning of a meeting. These presentations included not only the introduction of one's own school or hometown, but also dealt with topics such as the EU from the point of view of each country or commonalities of individual countries with regard to their historical heritage. After the two student mobilities that took place, these were evaluated in the TwinSpace using different methods.We were able to achieve some of our goals, others - due to the pandemic - only to a limited extent, and a few not at all. Despite Corona, we tried to bring our pupils the European idea closer and get them excited about the Europe.

World heavily relies on non-renewable energy sources such as coal, oil or natural gas, which are becoming environmentally damaging. To preserve the source of our planet and most of all, leaving a viable and habitable environment. We should encourage, teach, promote, initiate the use of sustainable and renewable energy sources such as wind, solar, biomass, wave and geothermal; focused in this project. The project addresses the preservation of the environment with the aim of educating and supporting environmental-friendly and sustainable energy types at our schools and community. The partner schools come from diverse geographic areas and according the data gathered from Eurostat and database of International Energy Agency, the region of the partner schools are significant in one of the energy types.Erbakır Fen Lisesi is located in Denizli, which has a significant potential for geothermal, hydropower and solar energy. The school attaches importance to the strategy of making the renewable sources affordable and reachable for everyone and promoting them in daily life. The students has many researches and publications in the field of renewable energy and building sustainable environment for next generations. Many of the studies has published on relevant competitions and some symposiums and congress in the relevant area. In addition, EFL will be funded to build a new solar-powered electrical scheme in summer 2019.Liceo Roiti is located in Ferrera, where is very near to the first place the first geothermal energy is implemented to produce heat and electricity. They have good examples of promoting the renewable energy sources, especially geothermal, with the colloboration of University of Ferrera. In addition, they provide a strong brainpower of experienced staff in the field of renewable energy and a capable student group in the field of environmental sciences, thanks to their being a science high school.Lycée Saint Cricq is located in Pau, where is quite close to Atlantic Ocean and wave production facilities. Thanks to geographical region, they have access to many renewable energy sources such as geothermal, solar and wind energy. The focus of their contribution to the project will be improving the understanding of benefits of wave energy, which is very recent for most energy producers. France is one of the best countries in the field of wave energy production.Sodra Angby skola is located in Bromma, which is a district of Stockholm. The school has a strong relationship with the biomass power plants and is a candidate of good implementation of biomass energy production at their school.The King's School Ely is located in Ely, which has a good potential of wind energy. Their school has a momentous impact on renewable energy resources and environmental sciences, especially wind energy. In addition, they have a high-experienced background in Erasmus+ and eTwinning projects, also they have a eTwinning school label.Their experience in the program Erasmus+ will guide and make easier the colloboration among the partners and also, teach to integrate the curricula and students into European standarts to less experienced schools: Sodra Angby skola and Erbakır Fen Lisesi.Our project aims to educate our students about their own and other partners' environmental richness and diversity renewable energy sources, their regional capacities and the environmental issues in their regions. Also, to exemplify how some regions get the highest advantage of limited source of renewable energy with the help of science and technology, and also how they turn a challenging situation into an advantegeous one. Another reason for the implementation of this project is to improve the knowledge and skills of our teacher on adapting the educational renewable energy sources to their curriculum. Nextly, we aim to raise generations who appreciate, respect and take an active role in promoting the use of renewable energy. Our utmost aim is to preserve our planet.

Les systèmes éducatifs ont besoin de changer leurs priorités afin que tous les citoyens européens acquièrent de nouvelles compétences, connaissances dont ils ont besoin pour entrer sur le marché du travail et relever le challenge de la vie moderne.De nos jours la société impose certaines barrières – psychologiques, culturelles ou sociales- impliquant de se surpasser et accepter ses pairs. Ce projet vise à améliorer le bien-être des professeurs et d'étudiants en amplifiant leur efficacité, confiance en soi, amour-propre et les impliquer dans les activités au sein d’un environnement d'étude plus amical.Ainsi en répondant aux exigences de l’OMS, ce projet vise à construire pour les participants une image positive de soi et une conscience du corps à travers différentes expériences (scolaires, artistiques, thérapeutiques, éducatives, sportives…). L’enjeu est de faire évoluer et modifier son propre rapport au corps dans une approche individuelle et collective. Les acteurs de tout âge, en situation plus ou moins handicapantes, se rencontrent et partagent les expériences autour de deux objectifs principaux : mon corps et moi (se construire comme sujet) ; mon corps et ses obligations.Les collèges abordent avec différentes disciplines la thématique du corps, les hôpitaux montrent les étapes de thérapies, les scènes nationales (chorégraphes, danseurs et comédiens) mènent un travail de recherche artistique mettant en jeu le toucher et l'empathie dans la relation artistes/soignants/publics/ élèves/enseignants, le milieu sportif offre des opportunités de mobiliser son Corps. Les traces des expériences (blogs, articles, vidéos…) sont collectées et échangées pendant les réunions de projet et diffusées en dehors (utilisations numériques, par l'utilisation de nouveaux outils, d'e-book, de journaux en ligne, de ressources éducatives ouvertes numériques). Nous voulons soutenir la jeunesse dans un mode de vie sain. Les étudiants sont donc une partie active dans la planification, développement et évaluation du projet.La multiplicité d’activités motivantes répond à leurs difficultés en visant une méthodologie individualisée efficace. Leur côté pratique peut s’établir grâce à une approche non conventionnelle valorisante notamment en direction de jeunes en situation d’échec et d’exclusion, limitant la stigmatisation et agissant en tant que volontaires. Des objectifs sont expliqués de telle manière qu'ils soient mesurables et quantifiables par l'intermédiaire des indicateurs. Les élèves et les professeurs apprennent comment élaborer des enquêtes et comment traiter des données afin de rédiger différents rapports d'évaluation utilisant des tables, des pourcentages et des graphiques.La transmission de savoirs des lycéens vers les collégiens vers le primaire ou des professionnels du domaine est un atout pour leur avenir. L’interaction de ses acteurs crée un réseau au-delà du système éducatif.Nous visons à traiter une langue étrangère et l'utilisation des qualifications informatiques pas comme but principal du projet mais comme outil pour atteindre d'autres buts. Les diverses disciplines impliquées contribuent à favoriser des qualifications de base solide.En complément, chaque établissement du partenariat et nos associés participent à deux congrès d’informations et de sensibilisation (les sciences au quotidien mars 2017 et sport et santé mai 2018) au cours desquels chaque pays, par des conférenciers et témoignages, expose la place du Corps comme outil des grands défis d'aujourd'hui et de demain- Porteur de sens pour la réussite de Tous. Ce projet prend en compte les multiples intelligences. Trois stages de formation permettent d’expérimenter pour les enseignants des ateliers liés à leur propre image et pratique, en développant des compétences réexploitables dans leur quotidien (Voix et utlisation du corps avec la danse, le théatre et l’opéra).Ces colloques sont proposés sur e-twinning, aux écoles environnantes, aux inspections académiques, aux citoyens locaux, aux patients et donneront la possibilité à tous d’y participer. Notre priorité est que chacun prenne des responsabilités pour apprendre de la vie mobile d’un étudiant. Courtes, moyennes ou longues elles sont mises en place afin d’expérimenter des ateliers autour du bien être, en présentant leurs analyses et résultats aux autres partenaires (Ressources éducatives ouvertes, manuel des bonnes pratiques, journal en ligne, eBook, film documentaire, dvd, présentations de prezi, recherches scienifiques, conseils de santé, etc.… sont toujours disponibles pour le téléchargement gratuit par le blog, le twinspace et la plate-forme de diffusion d'Erasmus+). Ces produits clairement identifiés seront exploitables par tous les enseignants intéressés par la valorisation innovante des apprentissages. Nous avons créons des temps forts dans nos agglomérations pour donner à voir et partager avec le plus grand nombre l’aboutissement de ce travail sur ce sujet universel d’intégrité.

Glass is a highly versatile material that has been ubiquitous in daily life for millennia and plays a key role in future carbon-neutral advanced technologies. However, the current glass production models are not sufficiently environmentally friendly and produce high CO2 emissions. In order to meet the requirements of a carbon neutral supply chain by the mid-21st century, the challenges for glass lie in CO2-neutral raw materials and melting processes. Currently, almost all glass both on an industrial as well as an artisanal scale, is manufactured in gas furnaces that emit large quantities of CO2, because these furnaces allow great flexibility and constant adaptability of production volume, temperature and redox conditions, all of which have a significant impact on the physical and chemical properties of the final product. To limit greenhouse gas emissions in all sectors of the glass industry as soon as possible, carbon-free alternatives must be developed for both raw materials and melting technologies. With regard to CO2 emissions and energy consumption, several possible improvements have been explored, such as (1) increasing the proportion of hydrogen in the gas mixture, (2) using electric furnaces, and (3) re-utilizing cullet as raw material in both the glass and cement industries. Advanced protocols are already in place for the first two alternatives, and the use of recycled materials in industry is already widespread. What has not yet been explored is the addition of different proportions of volcanic lava to glass cullet (max. 50 wt%) to produce new glass compositions, which would completely eliminate carbonates, one of the main sources of CO2 emissions in the glass industry. In combination with recycled glass, this would drastically reduce the energy consumption of the melting and fusion process. A limiting factor is the working range of glass within the limits of its physical and chemical properties. These restrictions apply equally to glassmakers in ancient times and artisanal glass makers today, as it does to industrially manufactured glass. Specifically, the various glass working processes like gathering, blowing and annealing are the same independent of scale and constrained by the working range of glass at high temperature. Our project 3Ver addresses all these factors and aims to develop new glass recipes in an electric furnace for the carbon-free production of everyday objects. These new compositions will be based on the use of cullet in combination with different proportions and types of volcanic lava to bypass the use of carbonates. The objective is to formalize and adapt the new compositions to the different glassmaking processes, then optimize the new compositions in an electric furnace, and ultimately to translate the laboratory research to an industrial application – from bench to bedside. In addition to developing new glass compositions, we will be training future generations of master glassmakers to work with these new materials and to adapt to future developments. The research on new compositions and their adaptation to glassmaking crafts will be carried out with all the partners, in particular the Lycée's teachers and students.