"All countries are faced with the phenomenon of decrease of the level of students preparation and the increase of truancy.The reduction of the medium European rate of early truancy to less than 10% until 2020 is one of the main purposes of the Europe Strategy 2020.According to statistics,6 million young leave annual the studies (which means about 14% of all students).For them,the future is gloomy:unemployment,poverty and marginalization.Young people who quit prematurely studies are those who,although aged between 18 and 24 years old,finished no more than secondary school. According to Eurostat,in 2015,this percentage is:EU(28 countries)-11,1%;Romania-19,1%;Lithuania-5,5,Italy-14,7%;Greece -7,9%;Turkey -36,4%,Poland-5,3%.To achieve the objective of an average rate of below 10%,Member States are invited to eliminate the factors that determine school dropout,solving early the problems and giving a second chance to young people who regret the decisions taken at a time.In the modern society,dominated by technology and globalization,was deepened the sense of loss of national identity,which means the loss of certain traditions and customs that are part of our nation’s history.We must preserve and promote the culture and traditions for the simple reason that a nation without a past is a lost nation,and a people without a past is a people without a soul.Through involving the students in activities which are complementary to the teaching process,students will increase their motivation for studying and they will be more confident in their own future.The project aims are:to improve knowledge,abilities and competences of working in formal/non-formal frame for 48 teachers through exchange of good practices,transfer of innovative methods,collaborative learning and team work;–to improve school results and prevent early school leaving for 180 students by promoting collaborative learning and critical thinking in studying the traditions and customs specific to each country and by increasing self esteem;-to increase the capacity of the 6 schools participating in the project to offer a quality education to all the students,including to those coming from disadvantaged groups and to develop a behaviour based on the understanding of values,respect and tolerance towards other cultures,by consolidating the European dimension of the education and trainng process,to 2020 horizon;.Direct beneficiaries:180 students (aged between 12-18) from whom 70 students with fewer opportunities (Economic obstacles,educational difficulties,Cultural differences) and 48 teachers of the partner schools.The activities:Project management activities(monitoring,evaluating,reporting and archiving,financial and accounting activities.).Informative,promotional and advertising activities;Short-term joint staff training events for implement in the class interactive learning methods to prevent the phenomenon of early school leavers;Short-term exchanges of groups of pupils(pupils work together specific activities);project meetings(evaluating,monitoring etc).All project activities are based on transfer and sharing of innovative practices in education that will result to improve school results and prevent early school leaving by studying the traditions and customs specific to each country.Implementation Methodology:teamwork,case studies,brainstorming,workshop-sites,documentation,practical activities,visits,discussions,role play,team building.Results:1 web page,1 Good Practice Guide:“Methods of preventing early school leaving in partner schools”,1 booklet""Our Easter Traditions"" ,1 Brochure""All about our nation -Life and Culture"",1 Drawing contest,movies,optional curriculum“European Customs and Traditions"".Impact on students:to improve school results and prevent early school leaving by promoting the traditions and customs specific to each country;the rise of self confidence and motivation to perform, learn and think critically and independently, the rise of the desire to learn; development of tolerance and respect for other cultures. Impact on teachers:The development of:pedagogical competences by comparing the system,practices,politics and educational systems with those in partner countries;linguistic abilities and competences;professional skills, required to management of early school leavers;Impact on the institution:An open-minded attitude of the school towards Europe;Diminishing school failures of students,through increased motivation of students involved in the project and perfecting relationships between students, as well as between students and teachers.Impact regional ,national and European:the promotion of national values, traditional products and of the tourist potential of partner countries;promoting common European values such as tolerance, respect for the traditions of other peoples or linguistic diversity, inclusive education;creating a European area of education and training and attainment of the objectives of the Lisbon strategy."

"We are six countries in this project (Turkey, Poland, Spain Italy, Lıthuanıa, Latvia). All our activities aim at educating healthy students, well trained, sociable persons who enjoy working with others as part of a team and also capable of acting alone and use their own initiative, at educating young students to be disciplined, communicative and aware of their European citizenship.We believe that fundamental basics for learning go hand in hand with a healthy lifestyle, with a profound awareness of ones own body and personality. We chose the topics of our project ""Life is good"" to help the students to develop their identity and to express themselves self-confidentially and clearly. If they achieve the aim of personal matureness this way, then they will be enabled to face the requirements of their future at school, business life and life as a whole. Working in small, structured teams that is, cooperative learning is one of the most effective ways for students to master the curriculum. And students who learn cooperatively typically make significant social and academic gains. Team work among teachers, pupils and staff from different countries within a partnership gives a unique opprotunity to experience the European dimension.The specific needs to be addressed include:- Personal growth: to increas self confidence and independence, to improved decision making and problem solving skills - Academic growth: to enhance interest in academic study ,to influence subsequent educational experiences -Intercultural development: to better understanding of the individual’s own cultural values and biases, to fosters inter-cultural understandings, to influenced to seek greater diversity of international relationships -Educational and career advancement: to acquired skills that influence a career path , to ignite an interest in a career direction, to gain international contacts for post study opportunities -Improved language skills: Basic understanding of different languagesThese days, most employers value teamwork skills in their employees as highly, if not more highly than their ability to work independently. In the work place they need to be adaptable, flexible, able to ‘get on’ with people and to put the aims of the team first. Young people seem to be a little out of touch with real communication nowadays and this project aims at actively involving youths in a social dialogue by means of , healthy food and sport Our project will attract young people’s attention and will help them to discover and cultivate their abilities and new competences.The learning methods and techniques (ice-breakers, workshops and outdoor activities) will address the different needs of the participants.The content of our project is access to our cultures, , our traditional food, introduction of various sports, and sharing of impressive activities on computer.Our project targets the young to pay attention to the activities and to complete their personal and social development.The young will participate in the activities in person and will be informed about different branches (healthy food,healthy life,sport, music, art) they are interested in.While documenting their experiences after visiting the different countries the students will achieve an awareness of what they learned.The schools who are applying to be part of this project actually regret that they will not be able to bring their students to the meetings. In turn their profound incentive to tie as many students as possible as well as the whole school communitiy in all local activities will certainly speak for itself. What's more, the positive experiences we had with our projects in the past are a striking proof of the prospects of success."

"The ""European Digital Learning Media""-projectThe schools participating in the EDLM-project are all vocational schools, thus preparing students for the world of work. This world of work has changed fundamentally. Students are asked to be efficient and competent in working with digital media in combination in a technical environment. So this project is meant to improve skills in a combination of both fields - digital and technical competences.There will be several concrete results of the project. The major product is amodel elevator with numerous digital learning media like learning situations, digital assignments, teaching videos, simulations etc.. The elevator as well as the respective digital learning media will be developed by students from Bulgaria, Germany, Italy, Lithuania, Spain and Slovakia under the guidance and cooperation of the participating teachers.The basic idea of our project is to have a visible and fuctioning product - in our case a small model elevator - the construction of which provides a great variety of motivating learning situations in many different fields mostly on a digital level, but also giving the opportunity to construct something that really works. So centering around this product, the elevator, the most important project results will be modules with different digital teaching media that can be used by students online to foster digital learning.In the course of the project students will improve various skills and VET competences. Skills in constructing and programming will be improved when building the elevator. Students will also become familiar with aspects like Corporate Design when creating a website and a logo and with film making for documentation purposes. Intercultural competences and language skills will also be developed and improved. More than 250 students and about 25 teachers representing various subjects are involved in project work. Students and teachers come from different departments forming expert groups for the various tasks associated with the project, our team has for example experts in automation, electronics, informatics, PLC programming, mechanical engineering and design.There will be international activities as well as school-related activities. During the transnational meetings, students and teachers will be asked to give presentations and to coordinate their work. Within the participating schools, project-related work will be carried out in regular lessons as well as in meetings during which students and teachers who work on the project communicate their results, upload material on the eTwinning platform and inform the school community and the local media.The methdological approach will be a competence-oriented one. A plan of action will be set up, analysing in detail the requirements, the necessary steps and their scheduling, followed by the implementation and testing phase, and finally the dissemination of the project results.At the end of the EDLM-project the results will be a programmed model elevator with the related digital learning media accessible for students, but also for a wider public online. Therefore, all results will be accessible for not only partner schools, but also for other institutions, guaranteeing a sustainable project result."

"In October 2018 the publication of a landmark report from the United Nations’ Intergovernmental Panel on Climate Change warned that humanity had just 12 years to avert the consequences of catastrophic climate change, with worsening food shortages, rising sea levels, floods and wildfires.After the publication of this report young people especially in Europe took the initiative to fight climate change and to raise public interest in this topic. As European citizens, we like the idea of establishing an active exchange of good practice with other European schools on such an urgent issue like the protection of the environment. The participating schools are closely related to one of the marine areas in Europe and therefore confronted with the risks to the marine ecosystem. Thus we have chosen the topic ""Save our Seas"".The environmental topic which brought young people on the streets demonstrates that adolescents wish to participate in democratic decision taking and politics. They also show an interest in the protection of the seas. Therefore we would like to provide our students and our teachers with 21st century skills and thus enable them to participate in social and environmental issues. The Lise-Meitner-Gymnasium has already implemented several environmental programmes in its teaching and its school profile. We would like to share our ideas with our European partners and develop new modules which add to profiles and teaching programmes in the participating schools. This project aims to enhance learning and innovation, digital literacy as well as the main career and life skills. With mobilities we will implement a way of teaching the ""4 C's"" throughout our project, namely critical thinking and problem solving, creativity and innovation, communication and collaboration. Teachers will share ideas on 21st century learning and will develop new approaches and modules together.The objective of the EU Marine Directive is to achieve a good environmental status (GES) of the EU’s marine water by 2020. Furthermore it points out that the protection of the resource base upon which marine-related economic and social activities depend is vital.Through our project we wish to make students aware of the importance of oceans as a means to facilitate both trade and to connect people of different cultural backgrounds comparing recent links (EU) to historic ones (e.g. Phoenicians, Roman Empire and the Hanseatic League).Being located in a coastal areas near the mouth of a river the regions of the participating schools share certain geographical and biological similarities. Such similarities can also be seen in the historical development of these regions and even in former trade routes. Each partner represents a different coastal region of Europe - Italy the Mediterrenean Sea, Portugal the Atlantic Ocean, Germany the North Sea and the historical connection to the Baltic Sea, Lithuania the Baltic Sea and Bulgaria the Black Sea - with its unique cultural heritage as well as its special fauna and flora. Europe will not achieve a sustainable management of seas and oceans unless citizens understand the influence of the rivers and oceans on their lives, and how their behaviour can have an impact on marine ecosystems. The project aims to establish a fundamental understanding of and close relationship with the sea, by empowering students to take direct and sustainable action towards healthy oceans, healthy communities and ultimately a healthy planet.Our main objectives are the following:- to foster critical thinking of our students and teach 21st century skills;- to raise the students`' awareness of different cultural backgrounds in regard to the sea and the historical and recent international links of different coastal regions in Europe;- to teach future environmentally friendly European citizens;- to acquire an in-depth-knowledge of the marine ecosystem and wildlife in coastal areas and the impact of modern society on them;- to improve the key compentences in language learning (English);- to train student teachers who pass their gained knowledge to other students, parents and to members of their local communities; - to improve students' and teachers' language and ICT skills;- to set up a blog, website and booklets and to run workshops to familiarise other students, parents and locals with ways of protecting our sea and coastal areas;- to set up a ""Save our Seas"" protocol at the participating schools.for the participating schools:-to establish links to other European schools;- to create new school partnerships that share their expertise (e.g. Lise-Meitner-Gymnasium environmentally-friendly profile providing a course in environmental management); - to develop new bilingual cross-curricular teaching modules (STE(A)M);- to introduce a way of sustainable teaching methods (student teachers, train the trainer);- to evaluate and implement new innovative research-based teaching methods and ICT in the curriculum."

"The quality of modern engineering education is directly linked with the students’ ability to create and read the drawings of engineering structures. The development of spatial skills for engineering students is closely related with the success in their future professional career. Visualization of geometric problems helps students to understand and to solve the given geometric tasks. Augmented Reality (AR) is one of the many challenges of modern IT technologies which recently became available also for education purposes. Augmented Reality (AR) application enables faster comprehension of complex spatial problems and relationships which will benefit the students greatly during their learning processes. Augmented Reality is a new technology that lets you interact with the real world and virtual objects at the same time. It is supposed that AR will provide new possibilities to teach the contemporary generation of students in an attractive and more entertaining way. The use of AR technology facilitates the students to acquire better practical skills in much shorter time during their academic studies and improves the quality of graphic education.The objective of the project is to develop the didactic toolkit which include set of practical exercises with 3D objects prepared for the use into AR environment. The didactic toolkit is specified for vocational schools, colleges and universities where the graphical engineering subjects are compulsory. The didactic toolkit will allow to develop spatial skills of students of vocational schools and higher schools, to obtain practical experience in solving graphic exercises and will give an opportunity to enhance the quality of graphic education.Applying AR technology to support learning activities may become a trend for graphical engineering subjects. AR application was used to entertain the students during the studies. The AR didactic toolkit allows to create the attractive teaching methodology and increases motivation of students to study graphical engineering subjects.During the project the didactic toolkit which include set of practical exercises with 3D objects prepared for the use into AR environment will be created. The didactic toolkit will be tested in vocational schools and higher schools.It is planned to prepare the material in English, Lithuanian, Polish, Latvian, Spanish and German. Taking into account, the project partners need to improve technical and didactical competences of drawing (engineering computer graphics) vocational teachers, lecturers, instructors of vocational schools, colleges and universities; it is planned to do the following in the upcoming project ""Contemporary Approach to the Development of Spatial Comprehension through Augmented Reality Content"":1. Investigate the methodology of teaching and content of the graphical subjects in educational institutions in the partner countries; 2. Prepare the material of:2.1. Cutting Geometrical Solids with Planes: Intersection of Planes and Prism.2.2. Intersections of Geometrical Surfaces:2.3. Orthographic projections:2.4. Construction of Elements of Machine Parts: 2.5 Architectural und Construction Drawing: 3. Software for AR 3D objects visualization.4. Prepare the website project ""Contemporary Approach to the Development of Spatial Comprehension through Augmented Reality Content"" in all partners’ languages;5. After preparing the project methodological material and started testing, there will be organized 3-day training in partner countries P2. RIGAS TEHNISKA UNIVERSITATE (Latvia) and DECROLY Centro Homologado de Formacion profesional (Spain);6. Perform testing of the interactive remote project ""Contemporary Approach to the Development of Spatial Comprehension through Augmented Reality Content"";7. Perform spread/ valorization activities; 8. Develop a system for quality assurance of the project activities; The methodological materials of project will be prepared by the scientists and practitioners from the European Union countries: Lithuania, Polish, Latvia, Spain, Germany.Target groups of the project: - Students of vocational schools; - Students of higher schools and colleges; - Vocational teachers; - Lecturers of higher schools and colleges, scientists of that field.There are participating 8 partners in the project from 5 (Lithuania, Poland, Latvia, Spain, Germany) European Union countries. All project activities are distributed among the partners according to their competencies and skills in order to give the project the best added value:P1. Public Institution Vilnius Builders Training Centre (Lithuania);P2. RIGAS TEHNISKA UNIVERSITATE (Latvia);P3. Warsaw Technical University (Poland);P4. Universitat Politecnica de Valencia (Spain);P5. Šiauliai vocational education and training centre (Lithuania);P6. SNEAKYBOX (Lithuania) Information technology company;P7. Jugendförderverein (Germany);P8. DECROLY Centro Homologado de Formacion profesional (Spain)."