The overall education process has a daunting task ahead: to teach students the 21st century skills, meaning to develop skills to face, adapt and solve problems that are not known yet and which will be visible in some years. The key point is to shift from acquiring knowledge to using it.It is high time for schools to develop their approach adapting to the latest trends in job-related skills and to offer the necessary support to students in considering their career prospects and developing their self-employability, according to their personalities and competencies. The main aim of our project is to develop students’ metacognition, which is cognition about cognition, while they expand core knowledge and skills.The project objectives are:1. To create the ground for peer learning where participants can exchange best practice examples in the VET field during a two years project2. To enhance the 21st century skills of students of 5 EU school during a two years project3. To build up participants’ ability to foresee career opportunities4. To boost students’ life, learning, and literacy skills, as well as their professional knowledge5. To strengthen cross-cultural communication, respect and tolerance6. To create the setting for participants to apply the new acquired knowledge and skillsThe project is addressed to VET students, and 24 and 8 teachers per country will be directly involved in the project activities.There are planned 5 LTTA meetings.1st – project partner presentation (school, city, country); a comparative analysis of the VET education-economic context-work market in the partner countries; statistics illustrating the unemployment rates in the 5 EU countries; discussions about local and national initiatives and opportunities that help to face the unemployment issues;2nd – seminars/lectures delivered by experts focused on discussing how and what the education should do for preparing students to face a more complex and demanding world; workshops to develop students 21st century skills; exchanging best practices examples on the topic among the partners;3rd – organizing workshop meant to develop students’ literacy skills; group work that help student to adroit with using ICT; exchanging best practices examples on the topic among the partners; promote the use of pedagogical booklets;4th – organizing workshops on how to develop life skills; group work that help students to develop tenacity, critical thinking and creativity; exchanging best practices examples on the topic among the partners; promote the use of pedagogical booklets;5th – organizing workshops on how to help students to immerse on the job market; group work that help students to learn how to write a CV, a cover letter and prepare their personal portfolios, how to behave during an interview; exchanging best practices examples on how to help student meet the demands of the Innovation Age.The project is based on student centered approach aiming to develop their life skills (Social Abilities, Efficiency, Flexibility, Initiative, Leadership), learning skills (Communication, Creative Thinking, Collaboration, Critical Thinking), literacy skills (Information, Media and Technology Literacy), so that they can upgrade their own chances to get a job when graduating. An added value to our project will be given by undertaking a pragmatical approach by asking students to apply the gained knowledge in job-seeking exercises.The tangible results are:- presentations of the schools- analysis of the VET education in all partner countries- 5 sets of educational materials produced during the international exchanges- 1 guide: employability and skills development of European VET students- presentation of online tools used to identify job opportunities- meeting reports- promotional materialsParticipating to this project will bring multiple benefits to all partner schools. Schools will expand the VET network of contacts, exchange best practices examples and develop the school curriculum.Teachers will develop their teaching approach and will broaden their vision by observing what methodologies and tools are used in other EU schools. This will enable participants to enhance their ways to organize activities outside classes for VET students. Partners will have the capacity to build up long lasting collaboration.The project results will be integrated into daily teaching giving an international dimension of the educational process.The Erasmus+ project will contribute in promoting a positive image of our schools and staff. It is a real proof that teachers are interested in lifelong learning and being updated with the last trends in matter of education.

ContextIt cannot be denied that all the subjects at school are equally important. One of the tasks of teachers and syllabuses alike is to find ways to avoid any kind of discrimination among students. This can be achieved by offering them behavior role models, that is to say, teachers capable of instructing and guiding their students into the benefits of group cohesion and harmony in order to develop personalities that can fit, be adapted and accepted in today’s demanding society. It is also of paramount importance to encourage students to improve attitudes and acceptance among their peers. One of the subjects that can really help improve positive attitudes among peers is Physical Education. This subject and its teachers take care of the students’ fitness and health. It also trains them in different sports and athletics events to become familiar with their rules. Team work is extremely important so that individual tasks within the team may encourage team success by respecting the other members’ tasks and skills. It is in this environment in which the idea of respect flourishes and strengthens the bonds among peers as well as teaching them to be more sensible towards issues related to bullying and any other kind of discrimination. Physical Educations is, somehow, a landmark in the training of students to avoid harassment.ObjectivesOur aims are:1. To allow teachers to deal with the problem of violence, bullying and discrimination at an institutional level2. To unfold a common strategy of prevention of violence3. To foster a culture of care, mutual respect and tolerance4. To foster the acceptance of weaker students5. To ease communication of participants' interpersonal and intercultural skills6. To build up the environment for students' learning7. To spread self-expression and creativity8. To encourage disinhibition and trustfulness among students with a fragile background.9. To encourage students to boost their personal interaction10. To invite teachers to give students a balanced education and equality of opportunities11. To encourage students to increase their self-esteem by offering them they right tasks and activities.ParticipantsThis project is addressed to teachers. They are the ones who experience and know about violence and bullying at schools. They will exchange experiences and will identify the good practices. However, a second target of the project is that of students, mostly when considering those students whose attitude is negative and has to be changed. They should learn about the causes and consequences of violence and discrimination. Instead, they should learn values such as tolerance, respect, approval and acceptance to let everyone be at ease at school.ActivitiesC1 – Violence and discrimination in schools – aspects to be dealt with (short term joint staff)C3 – Stop violence (student exchange)C4 – Reject bullying (student exchange)C5 – Embrace equality (student exchange)ResultsThe concrete results. A step-by-step report on ways to address violence and discrimination at the school level. A student magazine, a calendar of the most important moments in the project, a website that will contain all the activities developed, information about the project and its objectives, students’ works during LTTAs, a collection of CDs with stories form photographic reports, movies. We also plan another set of results: the participants will increase their awareness of the importance of the concept of equality and, therefore, they will be more open to differences. They will also increase their respect and tolerance towards other people, develop their communication skills in English, their interpersonal skills and social skills as a result of working directly with multinational teams and living with host families. The project will result in a better intercultural awareness, a reduction in the number of cases of bullying and a better atmosphere of work.ImpactThere is no doubt that participation in the project will be highly beneficial for our institutions. The number of violent incidents among students will certainly be reduced as a result of activities focused on the topic basically designed to improve their awareness and will also have a positive emotional effect on them. Dissemination after exchanges is intended to target as many students as possible, the project impact on their behaviour and attitude will be increased and passed on from participants to other students. In the long term, educators will be able to manage these issues much better at local level and also carry out initiatives together with authorities. The ideas and practices exchanged with their European peers will allow them to unfold their methods. Attending regular classes during LTTAs, watching presentations of partner countries educational systems and attending talks with peers, teachers will be able to detect good practices and adapt them to their own schools.

ContextSchools nowadays play a significant role in the development of individuals in order to be integrated into the society, to access the labor market in continuous adaptation and develop as responsible citizens in the world of tomorrow. Regarding this, we have started this mutual European journey to associate with each other, to benefit from each other and to assist our students in attaining this objective in the process. For the purpose of preparing students for the future, we need to consider the fact that it is crucial to train them with a sequence of skills and abilities which go beyond their knowledge and are necessary in any field. The mentioned refer to: ICT skills, language skills, interpersonal skills, including their curiosity, critical thinking and risk-taking.Simultaneously, it is a well-known fact that not all students study the same things, in the same mode, at the same time. That is why we consider that emphasizing their learning styles will result in realizing and achieving these goals in the short-run and long-run. For that reason, we developed our project around the purpose of providing students with the essential multicultural environment where they can actually develop the previously-stated skills, which are founded on their individual styles of learning.Objectives:1. To identify the students’ learning styles and to adapt the teaching strategies in accordance with their needs2. To share diverse teaching methods based on students’ learning styles with other teachers from EU3. To develop the students’ language skills, communicational, interpersonal and ICT skills4. To develop the students’ creativity, critical thinking and problem solving abilities5. To promote and achieve a professional development of the participating teachers6. To produce and gather materials for setting up a summer camp program for underachieving students7. To improve the students’ intercultural competences and support values such as nondiscrimination, tolerance and acceptance of diversity8. To develop the students’ motivation, self-confidence and as a result increase their performanceActivitiesC1 – visual style of learning, including games for visual types of learners –teaching science (IT)C2 – aural style of learning, including games and activities for aural types of learners - teachingmaths (GR)C3 – verbal style of learning and teaching English (RO)C4 – physical style of learning and teaching geography (PT)C5 – social style of learning and teaching history (TR)In all of the above exchanges, the host countries will be assigned to prepare games, design specific formal and non-formal activities to be applied on the participating students. The activities will be planned according to the learning style already assigned for each of the exchange partner countries.We will include all the activities in a support material and distribute them to the partner countries, so that they can continue using them in their own schools as well.ParticipantsOur intention is primarily to involve students. The target group of students will be aged 11-14, male and female students, some of which with challenging backgrounds such as: migration, social challenges, poor economic condition and minority.In each exchange the students will be accompanied by their teachers and they will contribute for the better implementation and application of the exchange. The teachers will assist the students in their tasks, coordinate the activities they do and accommodate their needs, in order to ensure a state of comfort for them.ResultsOur intention is to create numerous results during the process such as: a collaborative questionnaire form related to the learning styles that will be conducted online at the very start of the project, the obtained results after the application, with a direct impact to at least 100 students and 40 teachers (for improved motivation and better school results), results for at least 300 students and 40 teachers to be indirectly impacted, a selection of resources and activities for various learning styles, students’ presentations, teachers’ presentations, materials of applied workshops, 1 summer camp programme collaboratively developed, evaluation instruments, 5 transnational reports of evaluation, a set of 5 dissemination documents, EU level dissemination tools, a set of 5 management documents and 1 set of general management as well as monitoring and evaluation documents.