"Drama, Theatre and the european values represent a bridge in terms of educational cooperation and exchanging good practises among 6 European European schools in order to enhance the quality of education . The focus of the project promoted the role of European cultural heritage in 2018, the acquisition of European citizenship, emotional and social skills and competences of our students by using Theatre and Drama as an effective way of teaching in classes in order to motivate them to learn, with a particular emphasis on English language.This project was mainly addressed to students facing difficulties (educational, health, emotional, economic, cultural, social) that we wanted to motivate by providing a meaningful and concrete learning context promoting acquisition of skills and helping reduce disparities in learning outcomes. In this connection it turned out to be an effective tool to limit school failure and consequently to fight against early school leaving. It was also open to students willing to increase their competence in English language, interested in drama activities, in digital technologies. This project supported models of inclusive education which not only benefited students with disadvantages but also created an environment in which every student had the opportunity to be successful. We fixed the maximum number of 50 students in each country which was eventually divided in smaller groups. We created a student-centered, inclusive learning environment and to implement contexts based on cooperative Learning, non formal learning of European Values to stimulate learning language and European citizenship through drama and theatre activities. The project was divided into two phases. The first phase called ""Learning by playing"". We used the Twinspace for working, learning the first scenes with the help of theatre pedagogical methods. We created many theatre activities, coordinated a teachers' meeting in Seville and a delegation meeting with students and teachers in Germany. In the second phase, ""From work to play"", we expanded the theatre method and created a theatre curriculum in Italy. We planed to perform a joint play as a final activity with all 6 delegations in Malta. Unfortunately, with the arrival of the Covid pandemic, we were unable to complete the last activities of the final phase of the project and the last meeting in Malta in May 2020. We extended the project to January 2021 with the hope to work the final phase, but our governments decided to return to the lock-down because of the high incidences of the pandemic. Despite the pandemic, we worked virtually during the last months and reached our initial goal. The implementation and the processes of the project phases were documented, evaluated and assessed in the Twinspace. We developed topics based on social problems related to young people and that could be connected with the European Values under a common language: English. We used theatre and drama as an alternative holistic environment to promote aquisition of both educational and emotional skills and competences. Students developed intercultural understanding and gained new perspectives on their own learning. “Drama” became an activity based on the assumption of roles and simulation of real life situations(role playing) and “theatre” an extra curricular concept which focussed of practicing of European Values. Theatre became also a valuable tool to foster relationships because, working in group, students were faced with the problem of the relationship with the others, starting with the respect for diversity and the desire to communicate emotions.The theatre practice developed into pedagogy because it aimed to the increase of individual creativity in the respect of the uniqueness of each one. All participants and teachers gained knowledge and experience by the project. Through the project, we intended to share experiences and find solutions in terms of educational difficulties, economic obstacles and improving learners' attainment in other school subjects.In this process teachers supported the concept that it is possible to teach and learn creatively, outside the classroom. The exchanges of practices and cooperation among schools turned to be an excellent method to improve student’s education in all its aspects, leading them to complete European citizens with EU values as well as providing new tools for teachers to build these citizens. The European partnership has proved to be a valuable resource for professional development. It increased cooperation among teachers, students and parents promoting life long learning. We have disseminated the project, and will continue to do so, to all the related people and organization who have a role in students 'educational and social life: teachers, families, peers, local schools in each partner school’s area, local authorities, European authorities by the help of European partners"

"Climate change and the way how humans have been destroying the planet for example by overusing its resources call for action, which is why students should be informed better. They already take part in events like the “Fridays for Future” demonstrations, however, the students are often believed to know too little about the actual matter.We want to inspire students to be more aware of how they’re contributing to the destruction of our planet and consequently, how they can help to better the situation. In our project they are supposed to learn how every individual can make a difference. There are lots of concepts or ways of behaving in daily life and school life, a change or improvement of which can effect change.Having undertaken the exchange between or three schools multiple times, we already know that cultural exchange widens one’s horizon. Especially the method of working on a shared project helps to communicate across state boundaries and emphasizes the “European Idea”. Since the students’ working language is English they also improve their English, which is a useful side effect and secondary objective.The aim of the project is to implement doable, practical concepts of raising the awareness of the need to protect the environment and to live more sustainably.Therefore, we’re planning to establish new student projects and to make practical changes at our schools in order to effect a flow of information about sustainableliving. By sharing our innovations via social media, we’re aiming at making a difference on a European level.The project is voluntary for students and teachers. At least 40 students per schoolyear, 15 to 17 years old, will participate. At the start of the project, we will inform students about it. To join, students will send in an application form. Selection will be based on a student’s written motivation. The motivation will have to include interest in the project’s theme and in other people's living schemes and the will to share one's own. The selected students will have to be welcoming hosts and well-behaved guests during the exchanges. Besides the coordinator and two or three accompanying teachers when traveling, interested teachers will be invited to join the project to teach classes or accompany excursions. For some activities, especially during the exchanges, experts will be invited to assist.During the exchange we will undertake all kinds of activities that will raise an awareness of one’s role in the climate change. All activities aim to make students think of ways to change their behaviour in the context of climate change and to minimize their share in pollution in their own environment: at school and in their homes. The first exchange in a cycle of three will be held in Alkmaar. Increasing awareness regarding the state of the earth is a first step towards behavioral change. The focus will be on raising awareness on pollution, waste generation and waste management. In the Darmstadt meetings the focus will be on “waste”. Students will learn about toxic sideeffects and the pollution caused by the use ofplastic. The focus will also be on how to reduce and/or recycle plastic waste. In Troyes the focus will be on the topic of eco-construction and greenbuilding. One of the tasks the students will have to fulfil is to imagine their ideal school in terms of ecological transition. Therefore the precious work of school’s eco-delegates will be inspiring. Historically, Troyes is also the city of knitting. Therefore part of the activities taking place during the meeting in Troyes will be linked to textile and clothing.Methodology to be used during the activities will includ:-icebreaker games (like milling around to talk about change of behaviour in use of water, transport... or cooperative sportgames and the empowerment activity called ""cross the line"") -research, evaluation, survreys, interviews (i.e. about plastics use, pollution, health hazards...interview professionals of clothing facturay and students of the EPF university) -measure the ecological footprint/plastic footprint -group discussions and debate (i.e. about pollution) -teamwork (in every activity) -create films and vlogs (i.e. to promote a plastic free lifestyle) -art projects -presentation or exhibitionResults will take different forms : documentary research, production of slideshows and videos, oral presentations, interviews of professionals, creation of models, production of a handbag and a piece of art/masquottes with recycled material that will constitute a leitmotif during the meetings.We hope that what will be learnt and understood during the project work will help changing minds and habits concerning waste. Indeed, involving students and their families, but also schools, our twin cities and partners outside school will spread an awareness towards more and more people. Collaboration with the city halls, but also local press and professionals will have an impact on many behaviors around us."

Several studies have proven that a link between economic growth, development, and entrepreneurship exists (Herrington & Kew, 2013; Naudé, 2013; Meyer & Meyer, 2017). Herrington and Kew (2013) mention that a consistent correlation between per capita GDP and TEA rates exists and Naudé (2013) found a link between entrepreneurship and economic development. Entrepreneurship is undeniably a large contributor to a country’s economic success in terms of its GDP (Tamilmani, 2009; Toma et al., 2014).The academically proven fact that is mentioned above has been a topic of strong interest for the education professionals in Bursa Provincial Directorate of National Education (Bursa MEM) for the last couple of years. Researching and believing that the students in Bursa, Turkey need to develop their entrepreneurial skills, the team created and carried out a local project that has been funded by BEBKA (Bursa, Eskişehir, Bilecik Development Agency) and is enthusiastic to carry their studies into the European level.The entrepreneurial competencies in children enable them to identify opportunities, establish and manage a new adventure, and help them to develop creative and critical thinking skills. The primary purpose of the project we planned is based on the idea “to make Bursa a brand city in the field of entrepreneurship by increasing the knowledge and skills in creativity, innovation and entrepreneurship of the students studying at the primary school level in Bursa province from an early age”. In order to achieve this purpose, short, middle and long term goals are established.The goals in the short term are; * to increase the number of children who gain entrepreneurship skills such as development-oriented thinking, problem-solving, communication, collaboration and creativity.* to increase the number of teachers who can provide training, ideas and mentorship to the students in acquiring entrepreneurship skills.The middle term goal is;* to increase participation in the idea and project competitions on entrepreneurship at the local and national level.The long term goals are;* to create entrepreneurship culture and to increase production culture.* to increase the number of young entrepreneurs.In line with these general goals and objectives, we are planning to create three concrete educational outputs with the help and expertise of our project partners. With the help of the funds we have been able to get from BEBKA, Bursa İl Milli Eğitim Müdürlüğü has been able to establish a “Child Entrepreneur Learning Center” physically. The redecoration of the centre where coaching, mentoring and counselling services will be provided in the field of entrepreneurship to students at primary school is about to finish by April 2020. The first output is going to be an Entrepreneurship Soft Skills Development Course Book for primary school students. The second output of the project is Today's Children Tomorrow's Changemakers Board Game. The third output is going to be a mobile app equipped with gamified activities which help the kids understand the entrepreneurship approach.

The background to this project is the need to introduce continuous educational innovations to keep motivated teachers and students increasingly exposed to ICT. One school from Spain and two from Germany were involved in this project, in which we continued our previous experience with our iPad classes, in which we already started to implement the improvement of the use of ICT, the enhancement of skills and key competences, the fight against school drop-out and the support to disadvantaged pupils, and thanks to this project it will be further improved. Despite the withdrawal of the German partner (Aichach) from the project, all members of the partnership are of the opinion that the objectives of the project were absolutely fulfilled under the circumstances (Covid 19). The participants, 35 teachers from Germany and Spanish as well as pupils aged 12 to 14, have increased their digital competences and are able to use and design their own apps in class. At the same time, the apps have enabled them to deepen their knowledge of the topics in the curriculum, encouraging other students to consider different educational opportunities when they finish school, such as in Spain in vocational training programmes. In addition, thanks to the gamification and project-based learning methods implemented in the schools, the participating students have developed an entrepreneurial mindset, their creativity, ability to organise ideas, self-improvement and logical thinking have been improved. The activities implemented ensured that the teachers and students were able to build social relationships with other teachers and students from the partner school, work in a foreign language and significantly improve their linguistic competence in English/Spanish.The newly acquired knowledge from the job shadowing and workshops was first rehearsed in the project through the development of activities in the Twinspace platform. We initiated eTwinning projects, teachers and pupils tried out the acquired apps and then we integrated them into the lessons. In doing so, we were able to establish innovative and motivating offers, attract pupils and combat school failure and dropout, as shown by the evaluations carried out throughout the project. In this sense of implementing innovative methods, it is also noteworthy that the professional profile of the teachers has been highlighted, also thanks to the development of their digital literacy, the sharing of good practices and the promotion of their linguistic competence in English and Spanish.Gamification methodology was implemented as a focus, thanks to the use of different educational apps for iPads. The students developed a research paper on the possibilities of ICT tools in face-to-face, distance teaching, not only in the educational context but also in the workplace, making them aware of the digital world we live in and the importance of these tools. The second part of the project involved multimedia content creation and introduction to computer programming with a grade 6 class (eTwinning project -Digital Creations -https://twinspace.etwinning.net/176833). In the penultimate phase of the project, we developed a common digital catalogue of apps and programmes for iPad classes as well as a practical handout for teaching the necessary media skills. Unfortunately, the pandemic made it impossible to carry out the last activity in person, which was to take place in Spain in May 2020. We extended the project until January 2021 with the hope of continuing the activities, but the severity of the Corona wave caused our schools to close. We continued to work virtually or in distance learning and discovered that our catalogue was a real treasure for all school partners.An active and dynamic methodology was used in all phases and activities of the project, where pupils participated in group activities of pupils of different nationalities thanks to tools such as TwinSpace, Padlet and videoconferencing. The methodology of project-based learning, where real problems were presented for them to solve by designing their own computer tools, proved to be very positive and enabled the pupils to learn how to learn and develop their entrepreneurial spirit. We are currently working together again to adapt our catalogue to the new forms of distance and hybrid teaching.

The school exchange project Erasmus+ ‘’Being a pupil in Europe who enjoys learning” gathers six European secondary schools : Arthur Rimbaud Middle School and Saint Exupery High School in Marseille, France; the Georg-Büchner-Schule in Stadtallendorf, in the Hesse land, Germany; the 2nd middle school of Kalamaria, near Thessaloniki in Northern Greece; the 'instituto de educación secundaria El Calero in Telde on Gran Canary Island, in the Canary Islands archipelago , and the Ilmaristen primary-middle school in Lieto, in South-West Finland. It completes and extends a previous school exchange entitled ‘’Being a pupil in Europe preparing one’s future” with partly new partners. During this first exchange, whose theme was the academic orientation, a key point was made: for a pupil, preparing one’s future is apprehended in a purely materialist way, meaning one has to work, reap knowledge, pursue the right studies to get a “good”, well-paid job. Personal fulfillment by the acquisition of new knowledge, the development of new skills, the cultural enrichment are sidelined. In brief, learning is often synonymous with obligation to succeed. Generally speaking, with this project the partners aspire to change this observation so as to convey the will of learning to know more, of discovering, of understanding and getting to know more about others so that, inside and outside the schools, the pupils work in an active way to elaborate their knowledge and walk of lives. More precisely, the aim is threefold: to encourage the European pupils in getting more invested in class and further their studies; to spur them to enrich their culture to intellectually blossom, and to concretely discover the pleasure of learning in their daily lives; to sharpen their drive for personal improvement and ambition, including in the choice for their life trajectory. Concretely, this aim will be reached through two manners that complement one another. First, by realizing a common synthesis about what is the pleasure of learning for a pupil in Europe – distinctive features, boosters, obstacles, differences and similarities between the countries, etc – using the exchanges and experience sharing between the partners. The aim is to define the conditions to develop the pleasure of learning so as to then be able to put them into effect. This synthesis will be completed during the first year and will be published on eTwinning. Secondly, by jointly realizing an educational and ludic game on the theme. The goal of this final production, partly realized with elements of the previous work, is to materialize the pleasure of learning and to allow the pupils to experiment it as a group in a fun and pleasant way. This production will be realized over the course of the second year. On a regular basis, representatives of each group will meet in one of the partner countries in order to know each other better and to share activities broadening their knowledge and culture. The school level chosen to accomplish the complete work has been deeply thought. In all the partner countries, the pupils who will participate to the project will whether be in their last year of middle school or freshmen in high school (between 14 and 16 years old). For their teachers, it’s important to invite youths at the bridge between the two secondary curriculums to work on the pleasure of learning theme so as to boost their motivation and encourage them in their academic learning efforts and cultural openness outside of school. It’s also a time where they’ll be able to foresee more easily their further studies elsewhere in Europe, as part of the Erasmus program. This last point is to all the project initiators the ultimate ambition.