"Project ""Warmia-Masuria, Umbria, Dalmatia- flavours of regions” lasted for 21 months. In the project took part the total of 33 students from 3 partner schools and 15 teachers. The undertaking included the representatives of Zespół Szkół nr 2 im. Jędrzeja Śniadeckiego w Szczytnie, the Italian school Istituto Professionale di Stato Enogastronomia - Ospitalita Alberghiera - Servizi Commerciali ""Giancarlo De Carolis"" in Spoleto and the Croatian school Turisticko - Ugostiteljska Skola, A. G. Matosa 60 from Split.In choosing participants, the schools were guided by the vocational skills, the motivation for staying in the profession and the principle of gender equality. The mutual aim of the partner schools was ensuring easier acquiring and recognition of skills and vocational qualifications in the specific countries and abroad regardless of the way of acquiring them – formal or informal. The project activities were focused on ensuring fulfilling the objectives of the Strategy Europe 2020 which are also included in the Strategy of Regions Development. The completed project ""Warmia-Masuria, Umbria, Dalmatia- flavour of the regions"" was focused on the development of vocational training of students and teachers and on acquiring practical skills connected with preparing dishes from fish and seafood. The project was a response to the ensuing need to improve the quality of catering services in Europe. It was aimed at improving the quality of fish and seafood served in local restaurants in Warmia-Masuria, Umbria and Dalmatia regions. The improvement has been done by raising the professional competence and practical skills of both teachers and students gained through the preparation and drawing up of the dishes made of sea fish, freshwater fish, snails, crabs, molluscs and seafood. In each of the partner schools there were prepared regional dishes typical for a specific country. In Poland they worked on freshwater fish from Masurian lakes and also from the Baltic sea. They also used native crabs and snails. In Croatia and Italy they improved their skills by working on fresh, easily available for the home country freshwater fish, sea fish and sea food.The goals were acquired by the mentioned three gastronomic schools. They have built a strategic partnership for vocational education. Within the project there took place the exchange of experiences of good practice by organizing cooking workshops. They took place partially in local restaurants and partly at schools, which were prepared to conduct this kind of activities – Agrotourism – Tusinek (Poland), Premijer Gaz (Croatia), CirceoPesca (Italy), and also in Pomeranian Culinary Academy in Gdańsk. Taking into consideration the different profiles of the activities of the mentioned companies, the participants of the project worked on the fresh, regional fish food. During the project activities the participants created and shared in virtual space the following results: Cookbook containing descriptions of regional dishes of the above mentioned regions and Dictionary of regional cuisine. The two products are the results of the acquired experience and knowledge of both students and teachers and were created during project visits in Szczytno, Spoleto and Split.The main aim of the project - to improve the qualifications of the students by preparing them in a practical way to perform in the future the profession of cook and related occupations in the field of regional cuisine and improving the qualifications of the teachers was accomplished. In order to acquire this goal the experience of the partner schools in improving the skills of the gastronomic workers was used. The participants also learnt new tools and teaching methods.Thanks to the international cooperation, by working under the guidance of professional coaches, the participants were able to learn specific techniques during working on regional products, they were able to choose a fresh product of the highest quality and prepare it in a professional way, being able not to waste it. The added value to the project was the raising of participants' awareness about the traditions, culture and culinary heritage of the above mentioned regions, which has increased the attractiveness of their gastronomic offer. Thanks to the project the participants gained new practical skills, built European identity. Also, the linguistic qualifications of the participants were improved. The project has influenced improving vocational training in the three partner schools in a positive way. There were introduced innovative pedagogical solutions, and above all there were introduced changes to the modular programs for the profession of waiter and technician of nutrition and gastronomic services. In a positive way there has been developed the cooperation with local community and gastronomic organisations. The skills acquired during the project, confirmed with the certificates, increase the participants’ chances on the labor market."

"The main objective of the project, entitled Joint Environmental Training, is to raise awareness of young people to a responsible attitude towards environmental protection and preservation , through education for sustainable development. The partnership is made by four secondary schools which have similar needs and still different enough to help each other effectively and are able to motivate each other too.In ITE Feliciano Scarpellini they observe a high percentage of students who aren’t aware about environmental problems and where it is very important to re- think the traditional way of educating and teaching. With this project they intend to stimulate student's critical thinking and guide behaviour to reach environmental awareness in Umbria ""the green heart of Italy"". The school is a really experienced project coordinator with IT and tourism courses.The French school needs this project to make a contribution to the price of the conscience of the students of today, who are the citizens of tomorrow. In their school they have a few specific actions to save the environment but teachers feel that students still have no account and do not change their behavior. It therefore seems important to them through this project, not only to make them aware of the issue but above all to initiate postures that will lead them to adopt best practices. In addition, during the review of their school project this year, all the family partners, teachers and the students themselves highlighted the urgency and the need to address the problem.The Croatian partners want to show their students how other European countries respect the socio-cultural authenticity of host communities, conserve their built and living cultural heritage and traditional values. They think this project would contribute to inter-cultural understanding and tolerance. As a touristic school they want to emphasise the optimal use of environmental resources that constitute a key element in tourism development, maintaining essential ecological processes and helping to conserve natural heritage and biodiversity.The Hungarian school is in an average town but has commuting students from 30 villages from around the school. They live in disadvantaged villages where sustainable agriculture and tourism could be students' future. They should see good practices in other countries, that are more developed in this field, to learn how to use their natural values and knowledge in their studies and in their future life.The main topics of the project in the first year will be: 1. saving energy in school, at home and with traffic, 2. shopping with purpose, shopping in an environmentally friendly way, 3. getting to know local products, 4. preserving, cleaning, renewing school items. In the second year we will concentrate on: 1. examining the constitution and effects of computing tools, 2. flora and fauna and local products of the participating countries, 3. biomimicry. We want to show our students that the optimal use of environmental resources constitute a key element in maintaining essential ecological processes, helping to conserve natural heritage and biodiversity. We would like to deal with environmental issues in many subjects on special lessons to motivate both our students and teachers to be more active. We expect our students and teachers to use - especially their scientific - studies in really enjoyable yet very useful new ways to experience the topic of our project and to become motivated in the long run to take care of the environment.The four institutes should aim to develop in students the basic elements of their rights and duties as global citizens, with a special attention to the productive world and enterprises . We would like to focus our attention on the sustainable industrial development at a national and International level. The teams will work with the support of new technologies trying to make the acquisition of the environmental new competences more attractive and in line with the attitudes of the new generations . The students should learn to critically assess individual and collective behaviour, and thus to know and appreciate virtuous experiences from institutions, businesses, citizens, know the operational tools to contribute and acquire the basis to become the professionals of sustainable development, green economy and circular tomorrow."

"This partnership includes 6 establishments: 3 professional high schools in Bulgaria (Hotel/Tourism/Economy and Informatics), 1 in Croatia (Hotel/Tourism), 1 in Greece (experimental high school) and 1 in France (Management-Administration, coordinator). The federative idea was born from an observation shared by all. Our classes have a very heterogeneous audience because of the presence of pupils with specific needs: disability falling into the ULIS system or not (or equivalent, depending on the country), belonging to various ethnic groups, whether or not coming from immigration… In addition, there are those with learning disabilities (""dys"" for disorders) and/or who have a default academic orientation, as well as those from families of modest socio-professional categories.Faced with this situation it seemed urgent to find a educational method to overcome these difficulties and meet the needs of a majority of them.The implementation of a European partnership seems to be suitable to achieve most of our objectives: through a game, students will discover and make discover each other’s city or region. During the first year, these exchanges will provide various activities: discovery of the local cultural heritage of each one, preparation of puzzles to present to other partners in order to make them discover one's cultural richness. This first step will make them aware of their adoptive origins or not.It will mobilize a team work respectful of the differences of each one. The use of the language of the country will be developed with a view to its appropriation or deepening. During exchanges, the obligation to communicate with correspondents implies the practice of a foreign language and the overcoming of the fear of the view and judgment of others. These meetings also aim at demystifying what is foreign and opening their minds. All that should help pupils to feel they’re citizens of the wide European community. At the end of the first year, the design of the game in its heritage version will have been tested: degree of difficulty of the questions: level 1,2 ,3 depending on the audience … Its marketing will be considered by all partners.During the second year the exchanges will resume, but this time, based on the gastronomic heritage. A menu including all the local products presented according to their seasonal availability!) will be prepared during the final meeting on May 2022 in order to close the subsidized period for this partnership. The objectives discussed during the first year’s exchanges will be deepened and consolidated.At the same time, still during the second year, we will consider how to make our project sustainable with its marketing. The aim being that each partner sells the game presenting all the versions: being an ambassador of his own region at the beginning, each partner will become the ambassador of all the other partners and, consequently a European citizen.In order to guarantee its impact and influence, such a project requires communication at various levels using various communication channels, from the most traditional to social networks: documents, testimonials, photos and videos of our working sessions will be posted on them. At the local level, each institution will promote and communicate about the partnership: to peers, to the whole educational community, and parents. Our respective educational institutions will also be informed at local, national and European levels. To ensure the promotion of our patrimony, we will need to involve local, national and international actors related to this sector. The resulting partnership will require close communication. Our communications will also be addressed to elected politicians in connection with these associated partners. Finally, participation in specialized fairs and test sessions will be organized to promote our game. Of course, Erasmus+ won’t be forgotten.This dissemination will strengthen our partnership and its sustainability. The benefits of our partnership will be felt in the long term with a change in the view on disability or any difference in a broader sense. The more or less partial achievement of our various objectives will give our students added value in terms of employability and mobility. In addition, creating links with correspondents will strengthen our students' access to European citizenship. Finally, this project is an exchange of good practice between European teachers wishing to respond to similar problems. This shared experience will enable them to familiarize themselves with other European education systems, to better understand the tools to contribute to the pupils ‘motivation and developmentIt will strengthen their links for other partnerships and possibly ""job shadowing""."

"""Our Shared History - Prehistoric Europe"" is a project which intends to unite all Europeans through their shared heritage. As our small world becomes more and more multicultural each year it is essential for a strong community, be it a city or country, to not focus on how we are different from one another in various ways but to celebrate what we share. As most educators realize, education is key to tackling racism and bringing down cultural barriers, therefore through this educational process of research and team work, the students will enjoy the opportunity to socialize with peers from different cultures than their own. Through this project we hope to merge together students from different backgrounds and cultures so that they may co-operate and collaborate together to discover their shared history. The aim of the project is to examine, investigate and analyse prehistoric Europe, with the focus being on ""our shared history"". To complete this project each partner school will complete a fact-finding quest which will provide an over-all view of the prehistorical history of their country in relation to society, beliefs and culture. Using this data together we will compare and contrast the history of each country and then compile a ""shared history"" of Europe. During the visit to each country the participants will engage in activities such as visiting museums, experiencing an archaeological excavation workshop, speak with real professionals from the historian world and visit numerous numerous UNESCO World Heritage sites such as Newgrange in Ireland. Following the mobility to each partner country a site will be taken as a key case study for which the students will research and use as their basis of evidence for their findings regarding the society, beliefs and culture of each country in prehistoric times. It is intended that the students will develop and improve on numerous skills such as their ICT, language and analysis skills as they collaborate together with the common goal to create a snapshat of prehistoric Europe. As the students unearth their shared history they will understand and appreciate the importance of uniting together to create a stronger Europe. This project will broaden their horizons as they are presented with the opportunity to engage with other cultures and see what careers in the field of history there are available in Europe, a continent with a vast and rich past that is still awaiting to be fully rediscovered by archaeologists and historians. There are five partner schools working together to achieve the aims of ""Our Shared History"". These schools are located in Ireland, Italy, Spain, Greece and Croatia. Together we will work to guide our students through every step of the project and aid them through the process of dissemination which will ensure that our project benefits as much people as possible. All materials generated during ""Our Shared History"", evaluations, minutes of meetings,social media pages, photographs and personal blogs created during the activities will be uploaded to a TwinSpace page which local schools and the greater community will be granted access to. Information nights about Erasmus will be hosted and local teachers will be invited to our progress meetings, the intention behind this is to teach as many people as possible about the opportunities surrounding the Erasmus programme so that more schools feel comfortable applying for projects of their own. The students themselves will create social media pages, brochures, posters, powerpoint presentations, write detailed reports and host talks to other students about ""Our Shared History"" and the results that were generated as well as their overall experience."

The project APPS ASAP devised by common partners, has to be considered in the context of our schools’ ambition to integrate educational Apps and new technologies with the use of English into the teaching practice which is a key factor in developing the European dimension, furthering interculturality and enabling teachers and students to meet new colleagues and students from other countries. The main aim for all participants, is to enhance the digital competence with a deeper understanding of how technologies can be exploited to improve everyday life contributing to widen our knowledge in different subjects while integrating students who come from different cultural backgrounds.We also want more international cooperation, interdisciplinary and innovation through the use of Apps in teaching and learning. Our main objectives are: - increase and enhance the skills of teachers and students in the use of new technologies and strengthen their linguistic and digital competences; - improve and increase skills in organizing, planning and achieving common activities with institutions of other nations;- compare teachers and students work to the work of other teachers and new approaches; -gain practical skills in collecting materials, making presentations and creating web pages; - better understanding of foreign languages and other cultures;-make education more attractive in line with individual needs and expectations;- improve the skills of the staff and strengthen the teaching and learning quality;- prepare and develop assessment tools that provide necessary feedback for the teaching practice and work on social activities that ensure collaborative teaching and learning;- get new experience which we cannot get at our home country such as studying and visiting different Institutions and establish good networks among participants as a basis for future projects;- develop a sense of belonging to the local, national and European community; -have new approaches to better support competiveness and employment at regional and local level;-be satisfied from being part of an international Erasmus+ project team; -gain environmental awareness saving paper, to protect the environmentIn this project will take part 250 participants, students and teachers coming from Italy, Croatia, Macedonia, Lithuania and Romania. Their profile is varied as three schools are vocational (secondary school), one is a gymnasium (secondary school)and one is a primary/lower secondary school.Our main activities are:1.Make our project concrete by choosing activities incorporated in our interdisciplinary learning and discuss with the school staff on how the programme can enhance our curriculum.2.Use of e Twinning to choose structured courses according to the planned objectives3.To work and link up with other European schools online using e- Twinning4.Prepare the mobility activities: trip, accommodation and meals, with the help of the organizers.5.To collect evidence on language skills of EU mobility participants before mobility6. To promote activities during stay abroad aimed at a better teaching and learning. 7.To Take videos and photos to record the teachers’ experiences to showcase their result8. Access online materials to improve the language level9.To disseminate activities at different levels (institutional, local, regional, national and international) Methods: We are planning to use several learner-centered methods and interdisciplinary approaches to achieve our goals.Developing cooperative learning as a method will help students take part in the project while providing them with a wide range of creative activities, tasks and workshops. In a multi-cultural educational program, when students work toward a common goal, cooperative learning approaches are effective in increasing motivation for working together and learning from each other. Students learn how to solve problems, acquire reasoning skills and they can also develop and improve their interpersonal skills. The project tasks are structured so that students need each other to accomplish their common tasks and they also feel some kind of responsibility and independence. Our main approach is to create a natural, interactive, teaching context in which students work together discussing problems, explaining, encouraging and supporting each other to think creatively. The main impact of the partnership on the participating institutions is the ability to build a community of teachers and students from different countries who have a strong commitment and a sense of ownership in the project.The project shall have a positive impact on the local community as well. Parents, local associations and bodies within a wider community will be involved and informed of the project that shall also have a positive impact on the environment because of our measures to counteract paper waste that goes beyond the project itself.