"The project STEP TO EUROPE has enabled the creation of a well-structured educational path that has led to the simulation of an online travel agency by the students of the three partner schools, ITE Tambosi Battisti (Italy), Halesowen College (UK) and IES Ayala (Spain), who, working in synergy, have created a Web-working platform. The idea for a project that would lead to the creation of such a product arose from the needs analysis of: - the education and training sector, as outlined in the Project Europe 2020 - Strategic Framework for European Cooperation, which highlights the development of skills and competencies, multilingualism, the promotion of mobility and entrepreneurship as the main objectives to be achieved; - the territories of the partner countries: the three schools are embedded in economic contexts where tourism is the main sector of wealth production and employability. It is therefore considered strategic to invest in the improvement of the training process of tourism, marketing, and information technology technicians, which correspond to the study courses offered by the schools involved. At the Institute Tambosi Battisti, there was already a laboratory simulating a Travel Agency, where students carry out role-plays of tour operators and travel agents, with the production of young, sustainable and responsible tourism proposals. We wanted to turn this AdV laboratory into an international resource, involving young European clients as tourists. The students of the three schools simulated professional tour operator activities in their areas, through the production of tourist itineraries in Trentino, the Black Country, and Andalusia. These products strongly satisfy the requests of a spirit of innovation and attention to the customer, respond to features of sustainable and responsible tourism, have a strong originality in the choice of tourist destinations. For the creation of these products, students had to analyze the tourism policy and market strategies in the three countries and be able to focus on the strengths and weaknesses of the sector and draw ideas for their own proposals. The comparison among the students of the three schools, made possible by the role-play activity, allowed corrective and improvement action, thus promoting the attitude to analysis, self-analysis, and revision of own actions; this is a desirable attitude in a process of growth and development of self-entrepreneurship. The activity made use of technologies and the tourist proposals took into account the latest operating guidelines of online tourism marketing. Brochures with the produced itineraries have been uploaded on the shared site, created by students of the computer courses in the three schools.During the mobilities and the virtual contacts with partners, students worked together using the English and Spanish languages, confirming and enhancing an attitude of openness toward each other. The cultural exchange has recorded remarkable growth and maturation processes, it has greatly improved the communicative and linguistic skills of students and has enabled them to activate citizenship competencies while performing real-life tasks in new environments. The active methodology adopted, highly task- and project-based, enhanced motivation and re-motivation to study and strengthened the students’ disciplinary and professional competences. Besides, it helped reduce the risk of drop-out for some students.The project also created opportunities for exchanges between teachers of schools with similar characteristics, and for close collaboration for the implementation of other VET projects, as well as for exchange of good teaching practices. In this context fits the shared production of the intellectual output ""Geography for Tourism: tips and materials"", a teaching guide for the teaching of tourist geography in CLIL."

The CIVIC (French for Innovative Cooperation towards Civic Interdisciplinarity) project is part of the horizontal priority of the Erasmus+ programme of development of basic and cross-disciplinary competences among students that aims at developping civic competences and European values. Its goal was to lessen lacks in the European educational systems concerning the acquisition of civic competences by offering a united approach with common references.The education to civic rights is the responsibility of the whole educational team, thus the project offered to integrate in different curriculae (communication, science, IT), civic education notions thanks to cross-disciplinary common activities as well as created inovative educational projects.CIVIC spanned over 2 years and gathered 8 senior high schools and about 380 students from 15 to 18 years of age : 280 students in Tours, 20 students in Felgueiras, Portugal, 20 in Ascoli Piceno, Italy, 20 in Modena, Italy, 10 in Romans sur Isère, France, 10 in Suceava, Romania, 10 in Jelenia Gora and in Warsaw, Poland. 2 or 3 ambassador-students per school and per mobility have produced intellectual cross-disciplinary works based on key competences in the French language.The first activity consisted in a workshop on the rules accepted by all to be part of a community. The target group studied their school rules and functioning. Then, the ambassadors wrote a set of Transnational Cooperation Rules and Regulations afterwards applied to the following mobilities and integrated in the partner's high schools rules. Finally the ambassadors directed a video advertisement illustrating the rules for being part of a community and submitted it to the Italian Ministry of Education. The second activity was devoted to the European identity by studying a local patrimony and its management. During each mobility, at least one patrimonial visit was organized. The third one favoured the knowledge of European civic values through the analysis of legal texts, the creation of a photographs exhibition on the failure to respect and a debate around the respect of these values in the world. The fourth one focused on the knowledge of the democratic functioning of the European institutions with the writing of a bill defending a civic value and the signature of a petition to support this bill, the visit of the European Parliament and of the European institutions district in Strasbourg. The fifth one was about adopting an eco-friendly behaviour by the creation of a common ecological footprint and of a code of 10 eco-friendly habits. The sixth one was devoted to the priciples of justice thanks to a questionnaire about discriminations, the comparison of national under-age justices and the writing of a leaflet about the European justice. The seventh one aimed at provoking a reflection on the principles of solidarity by promoting surveys with local charities and by highlighting the experience of volunteer students. The students from the target group acquired civic knowledge and competences, a wider autonomy in leading surveys with participants of the civil society and in the documentary researches that they learned to summarize thanks to IT tools. They boosted their creativity by producing diverse intellectual works and expanded their knowledge of the European culture through the patrimonial visits. Finally, they developped their reasoning and critical mind thanks to debates, for instance.The aim was to promote the involvement of the students in one or several areas of the society (political, voluntary, legal, cultural, environmental) so that they would become active members of their community, experts in the pursuit of the activities of the project and originators for new civic actions and for the respect of the European values and Human fundamental rights . On the long term, the civic competences developped by the students should increase their ability to find an employment and their capacity to evolve professionally. The intellectual work of the project, the book CIVIC, presents inovative work methods and contents , offering a new key competence (civic education), for the three different fields : language and communication, sciences and IT. The content of this book could be adapted to teaching methods such as EMILE (both language and scientific content) for bilingual or supplementary French classes.

"Working life changes constantly and requires people to adapt. At school we try to keep up with the issue: How to prepare pupils for the digitalized working life? How to get them motivated in solving global problems and making innovations in technologies? How to provide pupils with the future working life skills, when the jobs they are going to do, possibly don’t exist yet? To match the demands of the future that among others Industry 4.0 has brought, we aim to bring pupils’ skills to the next level. We want to promote critical thinking, creativity, flexibility and open-mindedness. We aim to teach language, multicultural, social and ICT-skills, which carry forward and can help to achieve other skills.International cooperation is common in many fields. It requires language skills and cultural sensitiveness which pupils can adopt in contact with foreign people. In our eTwinning project “Skills 4.0 - How to become a future professional?” we want to share ideas and create international connections between pupils and teachers from Finland, Estonia, Spain and Italy.With the Erasmus+ funding we upgrade our project. To find out the required skills, we visit organisations and companies with new innovations or solutions and invite different professionals to visit the schools. We visit museums to let the pupils imagine the future through history. We create a multidisciplinary module with concrete plans for teaching future working life skills available for anyone in our online magazine. In each partner school we organize an LTT for pupils, during which we concentrate on one field with its signature skills and future prospects. Also, local culture and traditions become familiar. Our aim is that pupils lose their prejudices and learn multicultural skills in touch with foreign pupils. We are all Europeans and the project brings us closer together and closer to the shared European labor markets.As our main objective is to develop our schools, we challenge teachers not only to teach their subject but to make pupils aware of their skills and strengths and to teach new skills for the future working life. Our aim is that pupils are ready to continue studies to get an occupation. Awareness of the skills makes pupils brave enough to break the gender barrier when choosing their line of studies. International exchange gives us a chance to learn from each other, as the level of gender equality differs from one country to the other.With the project funding we organize training for teachers to share knowledge, skills and ideas and to compare the educational systems. As outcome of the training we want to introduce ICT-agents activity, project oriented learning and bilingual teaching in our schools. In addition, we will upgrade our robotics and ICT teaching. With ""Good Practices Among Equals"" we aim to increase tolerance and social skills. With positive CV we can help pupils to recognize their strengths. We aim to achieve positive changes that remain in the school practices.During the two project years, 2200 pupils take part in the project. 400 of them have fewer opportunities. All of our pupils attend sub projects. 15 pupils from each school take part in the mobilities and 15 families in each country get to know a foreign pupil by hosting one during the local LTT. We aim to bring many different teachers to training abroad to keep the motivation level high. Teachers carry out sub projects in their own lessons or as cross curricular studies. The pedagogical staff helps pupils to develop skills. Some parents, former pupils and different professionals come to the schools to tell about the future aspects of and skills needed in their jobs. We visit local organisations and companies and invite local media to our activities. Teachers locally and regionally get to know new ideas as we disseminate the results in their schools and in teacher associations. Any teacher globally may use our multidiciplinary module to teach future skills.We expect, that future professions demand a wide range of skills, which will be practiced in the project activities. Social skills, team work and cooperation will be practiced in group building activities and in small groups. ICTs will be used as tools. Pupils create and maintain contacts with pupils abroad through eTwinning and social media and learn networking through LinkedIn. Language skills and communication will be adopted in touch with partner schools. Pupils get to know new innovations and try to find out future ideas and solutions in order to learn initiative, creativity and entrepreneurship. Pupils learn to think critically and in larger perspective when working on world-wide topics.Our aim is that the new practices remain in the school culture. We want our pupils to become aware of their skills and to strengthen them in the long run. Also, we aim to continue with the annual parents' visits with introduction of occupations. The schools aim to continue with penpalships and video conferences."

See below

The “final solution” to physically exterminate the Jews arose gradually in the Nazi regime after a policy of propaganda, stigmatization, isolation and deportation of them. For reasons that appeared as necessary back then, public opinion was convinced of the need of their expulsion in concentration camps, where, till the end of World War II, six million Jews had been massively killed. It was named “final solution” because it solved once and for good the problem of coexistence, within a pure nation, of a group of people that was spoiling the idea of a homogeneous Germany that Adolf Hitler was putting forth.The educational system that Europe is putting forth nowadays, seventy-four years after the end of the war, bespeaks the necessity of the social inclusion of disadvantaged groups of people. The Unesco Convention Against Discrimination in Education (1960) prohibits any exclusion from, or limitation to, educational opportunities on the basis of differences, such as sex, ethnic/social origin, language, religion, economic condition, ability. In December 2017, the European Commission of the Union adopted the European Pillar of Social Rights, the first principle of which is that “Everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market”. Evening Highschools in Greece provide education to working pupils above 14 years of age, who have not completed their basic education or fail to do so in morning schools. For this reason, they have been considered as schools with pupils of a lesser quality, something that may lead to their stigmatization or marginalization, although these schools work through inclusive education: at the 1st Evening Highschool of Patras, for example, people of different ages attend lessons, ranging from 14 to 71 years of age, coming, moreover, from different nationalities, different learning backgrounds, and vulnerable social groups (ex drug addicts, Roma and immigrants).This year, the 1st Evening Highschool of Patras is taking over for the first time the coordination of a strategic partnership that leads hopefully, though the studying of the Holocaust, to the elimination of discrimination in classroom and to social inclusion. The project’s objective is for the pupils to get to learn a significant chapter of History, now that Europe is being threatened by extreme right wing policies within itself, and to apply in their environment, e.g. the classroom, principles and values of a democratic coexistence, without discrimination.Four different schools have been chosen on the basis of their historical and geographical relationship to World War II and the Holocaust, on the basis of the participating teachers’ interest and on the basis of pupils’ profile (inclusive classrooms or geographically isolated pupils). These are a Highschool in Sarkad, Hungary, a Highschool in Iasi, Romania, a Highschool in Hamburg, Germany, and a Technical School in Modena, Italy.Starting from the project that has been posted on etwinning, relating to the archiving of news on fascism and violence from local newspapers and a reading club of books documenting experiences from Holocaust survivors, the activities that have been compiled are crosscurricular, crossdisciplinary, and build on team-based experiential learning. They involve History, Social Studies, Geography, English, Drama and Information Technology, they are student-based, creative, and combine study visits outside the classroom with projects/reports/questionnaires/maps/timelines inside classroom.The expected benefits stemming from this partnership apply to pupils, teachers, the school unit and the local community. The former train basic skills, appreciate the need of social inclusion and become recipients of the values of the European way of living. Participating teachers gain self-confidence in the completion of a strategic partnership as well as in the preparation of an inclusive lesson plan in classrooms. The school unit revives its international profile and consolidates its democratic character, opening up channels of cooperation for future European partnerships. The local community reaps the profits of lifelong learning and of a multicultural environment where difference is tolerated. In the long run, the founding values of the European Union are reinforced and thrive: human dignity, freedom, equality, democracy, human rights. Pupils, citizens and teachers return with more loving attention to where we started from: school, education.