"PISA 2012 report revealed the need for innovative, interactive and engaging teaching approach for 21st-century schools in order to reach higher achievement of students. This approach can be transmitted and practically realized in classrooms only by the properly trained teacher and educator.The project aims to develop teachers’ and educators’ competences - especially integrated STEM (science, technology, engineering, mathematics) teaching skills, based on collaborative problem-solving (CPS) - sharing experiences among countries involved in the project (the project was compatible with PISA 2015 aims to evaluate students’ performance in mathematics, science and financial literacy; performance in problem-solving and reading).Objectives of the project:– To develop teachers’ and educators’ integrated teaching skills, based on collaborative problem-solving;– To explore new forms of teaching, learning and assessment of students achievements;– To guide teachers and educators, how to motivate children and inspire their passion for discovery and learning;– To share experience of good practice on increasing students' interest in STEM and technical creativity; developing students’ skills of logical and critical thinking, CPS, as well as learning to learn, creativity, initiative and entrepreneurial competencies; preparing students for a successful professional career, encouraging their active contribution to the progress of society.8 countries and 10 partners were involved in the project: UPC (Lithuania)–institution affiliated to the Ministry of Education and Science of the Republic of Lithuania providing educational support in the field of pre-school, primary and general education.Alytaus Putinai gymnasium (Lithuania), lyceum 1erGeniko Lykeio de Thessaloniki (Greece) and Liceum “M. Immacolata” (Italy) are schools, seeking quality of teaching and learning. OÜ Miksike (Estonia)–provides teacher training courses, manages and develops Miksike Learning Environment. CREF (Portugal)- important establishments of the region of Setúbal, oriented to the development of teacher education and training In-service training courses.The Galician Regional Ministry of Education (Spain) is responsible for educational standards and the training and development of the schools and works on the implementation of regional initiatives to meet school improvement priorities and to share in and support innovation in teaching, learning and school leadership. The Business and Finance College (Bulgaria)is a training institution experienced in training people for insertion into the world of work, in developing new methodologies in entrepreneurship education. CEI (Latvia)- provides training and implements projects in all regions of Latvia, develops and implements projects which promote quality education and accessibility of education to all children. Epimorfotiki (Greece) developed a wide network of associates, which includes a quality consultant, adults’ trainers, counsels of continuous local development, ICT, etc., This partnership is a good potential for dissemination of enriching experiences in the fields approached by the project and a genuine mutual interest in developing innovative approaches to sustainable education, the importance of teachers and educators competences, entrepreneurship and motivating measures in school.The target group of the project - teachers and educators, who are not afraid of challenges and are seeking quality of teaching and learning and higher learning achievements of students, are open-minded, communicative and collaborative, and are ready to provide meaningful learning experiences for 21st-century students.The main activities were undertaken:- 3 short-term joint staff training events- 4 international project meetings- 3 intellectual outputs were created: 1. PDP of 4 modules for teachers and educators2. Collections of good practices3. Collections of DLO This increased the variety of available learning resources.- The project activities (training courses, evaluation seminar, national multiplier events, dissemination events) involved more than 60 direct and more than 3000 indirect participants.- 8 national Multiplier event organised (285 participants)- 1 dissemination international conference organised and involved 46 participants (26 local and 20 international).Total Duration of the Project – 24 Months.The following outcomes are reached:- Raised competences and capacities of teachers, educators had a direct impact on students’ learning motivation, higher learning achievements.-The transnational network of teachers, educators, schools seeking higher learning achievements of students through applying CPS principles created.-The PDP were accredited at the national levels and offered to ERASMUS+ Key Action 1 by UPC (Lithuania), CREF (Portugal), Epimorfotiki (Greece). - New Erasmus+KA2 project ""STEAM capacity building"" (No 2016-1-LT01-KA201-023146) created."

“MASTER KEY: OPENING DOORS, KNOCKING DOWN WALLS” In the school contexts for all partners of this project there have been students that needed encouragement and opportunities in order to knock down cultural and social obstacles such as stereotypes or prejudices. We believe that as educators, we have the opportunity to foster the development of social, civil and citizenship key competences (skills) by planning educational activities aimed at fighting discrimination and exclusion. The project has been aimed at 60 students from 5 different countries, aged between 15 and 17, that needed to strengthen their social, civil and citizenship key competences in order to promote social inclusion. General Objective of the Project have been: To promote European values of Peace, Inclusion, Equality between men and women, Sustainability and Social justice. We have chosen 5 values using the Spanish initials of each country to give a clear visible identity to the project. Specific Objectives have been: *To promote equality, social cohesion and inclusive education. The most difficult barriers to break down are the ones related to social behaviour and relationships *To stimulate creativity and innovation. *To foster intercultural competences to perceive differences as a source of wealth and to learn to live together without prejudices or mutual distrust. *To improve communication in a foreign language (Spanish and English) and the use of digital devices to achieve better reciprocal understanding, To help understand the world in order to better understand oneself. *To raise students’ awareness of the importance of social and environmental sustainability. *To promote physical exercise to contribute to general well-being and lifestyle improvement. The project has been structured as follows: *5 partner countries: Portugal, Italy, Greece, Spain and Sweden *5 central themes: Peace, Inclusion, Gender, Social justice and Sustainability *5 topics involved: History and Philosophy, Languages and Literature, Art, Science and Physical Education 5 objectives connected to each topic: • To use audiovisual tools, being critical and open to debate • To reflect on our history, learning from our prominent citizens • To look at our heritage, having fun with art • To solve problems with creativity, becoming active protagonists of the changes • To look around and begin from the local, moving on to the global, improving sustainable consumption and doing physical activity 5 laboratory activities for each theme: • Visit to a modern or contemporary art museum • Presentation of a famous person • Viewing of a film with critical analysis and debate • Realization of a graphic product • Presentation of locally sourced products and good practice of physical exercise 5 social actors • School community: head teachers, teachers, pupils. • Families and associations of mothers and fathers. • Local community: the world of associations and representatives of cultural and economic life • Public authorities • International community A multidimensional approach has been employed in which teachers have worked as organizers of multiple learning opportunities, promoting reciprocity of learning and teaching and permanent exchanges of teachers' and students' roles. The most important result has been that the students involved in the project have become spokespeople for the values they have acquired. They transformed themselves into ambassadors of European citizenship and committed to spreading their experience of personal and civic growth. At the end of the project a Power Point Presentation has been realized, with the hope it will be the master key of global citizenship in order to open doors and knock down walls. This project can also be followed by other countries choosing different European values (eg. Turkey/Tolerance, Denmark/Democracy etc. )

We are facing a new socio-economic crisis in which Climate Change will play a fundamental role, and the whole biodiversity of the planet depends on us to take urgent measures. We need to tirelessly engage our students in ecological activism and do it from a rigorous, scientific and gender-aware perspective. Moreover, there is no way to be efficient in this fight against ignorance and selfishness but we can establish active networks of solidarity. Our school and our partners' are very concerned about the role young people have in environmental activism, especially girls. The three of us are interested in STEM methodologies, improving students' oral competence and raising awareness on environmental issues. The three of us intend to reinforce our students European dimension and to enhance teachers´ motivation through international projects. Finally, the three of us belong to the so called PIGS European group, and we feel we must fight against prejudices: we want to work together to break this stereotype and thus contribute to the acquisition of a real European consciousness.We have conceived a project whose main goals are:FOR STUDENTS: awaken their critical consciousness; Improve their foreign language, digital, oral and key competences; Value the need to reduce acoustic pollution in our environment; Enhance their European sense of belonging, stretching ties with PIGS countries partners; Empower girls in leadership and STEM. FOR TEACHERS, SCHOOLS and FAMILIES: Define and enrich the school digital PLE; Increase English and Digital competence in teachers, and thus their training and motivation; Contribute to a real equality of opportunities between girls and boys in society; Awaken consciousness in society about Climate Change, not from a social alarm point of view, but rather from collective building solutions. FOR THE TEACHING-LEARNING PROCESS: Enrich the curricula of existing subjects or create new ones involving the topics: environment/STEM/girls/oral competence; Review and update the European Development Plan; Create a guide of STEM practices related to environment.The methodology consists on developing research and designing campaigns on a STEM and oral-competence-enhancing basis, thus producing materials and events like:1.- Three STEM eco-activist fairs altogether (one per school, this is, 3 exchanges, with 15 students and 2 teachers per school). In these meetings: videoconferences, presentations, experiments, etc. should be conducted. In all of them there will be a school open day, so as to involve families and local society in general. At the end of each exchange, assessment sessions should be held by involved students and teachers, and then a press conference.2.- Campaign against noise pollution (one per school), producing reports and a STEM system to collect data and to prevent loud noise.3.- Research on Climate Change in each country: - Pollution: factors and consequences. Restorative and preventive practices. Designing scientific experiments to provide evidence - Climate Change: socio-economical, historical, scientific, biodiverse and health focused points of view. Creating flipped classrooms, news, reports, presentations, etc. to disseminate the facts4. - Ecofeminism: equality of opportunities in STEM studies. Promoting an international leadership group of girls who will be the students' managers of the project.Our final goal is to promote an international awareness campaign, so it will be fundamental for us to disseminate the project by all means from the very beginning: web sites, eTwinning, social networks and mass media.The result of the project will not only be the research and campaigns displayed, but the basis of a long-term collaboration amongst the involved schools. The true end goal of the program would be to turn our students into committed and critical European citizens, capable of creating campaigns that convince and motivate society, so as to make them aware of their environment in order to curb the consequences of human nature's rage and ignominy.