In this time of loss of values, great difficulties and financial uncertainty, young people needed help and a guidance for their future life. Everybody dreams a successful career and school education has a fundamental role in giving our students the right knowledge and skills to enter the labor market. Cyprus, Italy, Poland,Portugal and Czech Republic joined together in order to provide our students, aged 14-19, with career guidelines and an entrepreneurial education in a European dimension. Each school had 4-7 pupils, directly participated in each mobility plus a large team of students and teachers beyond that who helped to prepare the tasks ( PPt presentations, videos, etc.) for the 5 LTTAs as well as the subsequent distribution of the learning outcomes. We especially emphasized on the mobilities of those pupils who, faced financial difficulties and have never had a chance to go abroad. The project aimed to: give our students a guidance to explore job opportunities in Europe and how to apply for a job, given them an entrepreneurship education that can provide them with the knowledge and skills for an entrepreneurial success in order to turn ideas into actions and gave them the opportunity of creating a job, inspire them to be more self confidence, in order to get the jobs they really want to pursue in their life, improved their English language skills and their ITCs build and develop the 21st century skills: critical thinking, problem solving, research practices, creativity, imagination, innovation, planning, initiative, leadership, teamwork. In order to achieve these goals, a training program on career guidance and entrepreneurship held by international experts and was fulfilled during the 5 LTTAs. Our focus was on lectures, workshops, company visits and meetings with entrepreneurs. The methods chosen aimed at transferring knowledge, inspiration, and motivation, in fact all the activities were focused on pupils, enabling them to explore new ideas and put them to good use, to be innovate and creative. Learning by doing will be predominant as the interaction and communication between pupils and teachers, experts and entrepreneurs from 5 different countries of the EU play a very important role. They worked in international teams and were encouraged to widely use ITC through web searches, used of softawares, applications, etc. All those practiced and used fostered their social, language and technological competences and prepared them as much as possible for their future career. The results we tried to achieved and to produce were: an international e-guide for entrepreneurship that could help trainers and users in what to know and learn in the process of how setting up a national/international business. - a glossary was created to include of technical business words and five national business plans and a sample of an international company -e-diary a detailed documentation of the project L/T/TA with video and photo for the website.- Attending the training program and working on the preparation of the above outputs, students gained a deep insight into occupational opportunity and were acquired with the abilities to start companies. This provided our students instill trust and added a positive impact on their attitude towards their future lives. The e-guide will be a very useful resource tool for the future dissemination, as it can be integrated in the curriculum of the schools. This ensures that the European entrepreneurial spirit will be passed on to future pupil-generations in the subsequent years. All the material produced will be available on the project website, pictures and comments about the project will be posted on Facebook and Instagram and the results will also be published on E-twinning and on the Erasmus+ Platform. The project will be also advertised through leaflets/ brochures and some paper copies of the e-guide that will be distributed to schools, universities, companies and associations for the dissemination.

"The project ""Here comes the Sun(power)” was planned for two years (2016-2018) and assumed to improve achievement in relevant and high-level basic and transversal competences in a lifelong learning perspective, addressing underachievement in the basic skills of maths, science and literacy through more effective, innovative teaching methods taking the actions which supported schools in preventing the occurrence of early finishing education by pupils. In each school that participated in the project there were very similar problems: discouraged pupils and the lack of motivation towards learning, a deficit of methods which helped to raise the results of studies. The project helped to show the students possibilities of changing their surroundings and give possibility to use and expand knowledge, and above all the key skills so important in the further education and the labor market. One of the aims was also the reduction of unwillingness of the local societies towards the introduction of alternative energy and taking some counteractions to climate change. The challenges connected with climate change required decisive actions. Without an international co-operation in changing the minds of young Europeans concerning respect to the world which surrounds us, such a change on a broad scale was not possible. The exchange of knowledge about the threats coming from excessive exploitation of natural resources among the students from the involved schools taught them that the necessity of environmental protection and the search of the ideas concerning alternative energy touches all nations and countries. That all brought us closer to achieving the objectives of the Europe 2020 strategy. In the project there were five schools involved from different parts of Europe. In direct actions 96 teachers and students participated in it. But the range of activities and the scope of the project's impact was much greater (about 5000 people) because the effects of work were disseminated in the local environment and placed in the media. It included the groups such as the local community, policy makers, people involved in teaching, organizations for environmental protection. The project assumed a lot of various actions aiming at the fulfilling of the realization of purposes and at achieving the planned results: international meetings which were useful to the management of the project, the activities for learning and teaching, local actions connected with the project, popularizing its results and designing, monitoring, evaluating and reporting actions. The methodology was for staff and students (individually and small groups, in the workshop and during the formal and informal classes) to follow the research, analyse, design, create prototype, test, evaluate, review, improve, cycle (common to technology teaching). They used ICT tools and the knowledge of the natural sciences and technical skills. All the teaching and training activities were in English language, and they were done in international groups, so that our students could practise the language, improve their level and cooperate and collaborate with their partners, being aware of a social, linguistic and cultural diversity. The results of the project contain material results (the lessons scenarios, the project website, posters, brochures, the educational games etc.) and abilities and personal achievements gained by the organizers of the project and its participants (e.g. the increase in basic skills and new competences of the students, their faith in their abilities and motivation for action to protect the environment). The expected result is to increase the competence of our institutions regarding project management and risk handling .The project has positive and long-lasting results in a personal and professional development of all participants and it has an influence at the local, regional, national and international levels. The schools introduced some elements of creativity, innovation and entrepreneurship in school programs through the implementation of project activities. The cooperation of teachers with students and their parents had created the atmosphere which brought benefits during the whole learning process. The innovativeness of applied teaching methods, the use of information and communication technologies and international cooperation contributed to the increase of motivation of the students for studying and getting to know the world better. The transnational cooperation gave the improvement of quality and the internationalization of the partner schools. The local communities has integrated into their climate change policy the projects activities associated with alternative energy sources including solar energy. By publishing the results on the Internet and cooperation with various media and institutions the interest of the international community in the theme of the project has increased."

In our project, the 3D movements of the pupils' planets on the Solar System and the great satellites of some planets have been monitored , and the simulation of these movements with the Geogebra program has been created. The aim of the project is to introduce and implement students' joint work of the disciplines of mathematics-astronomy-physics-information technology. Interaction between cultures, whic havel been added to the interdisciplinary collaboration, has been to support students in their social development as well as developments to be gained in positive sciences. With the simulation to be created, students have studied the elliptical orbits that they see in the books, floating in the same plane, are actually formed from different inclinations, and that the mathematical equations about the construction of these orbits are to be understood by the students. When the project was completed, students were asked whether they understand the distance and magnitude of the planets in the Solar System, the proportional modeling of these magnitudes, the arrival of planets at the same level, and the periodic cycles of formation with elliptical orbits. During the construction of the simulation, students have gained achievements about mathematical structures as well as the development of the use of the Geogebra program which is a virtual mathematics laboratory. During the meetings that have been held in the countries; In Turkey: -Proportional modeling of the distances between the planets in the solar system has been completed. -Proportional modeling of the sizes of the planets in the solar system has been completed. In Italy: -Edited a study on conics, focusing on the ellipse (using a geogebra worksheet) - A study was carried out in the laboratory on primitive substances in the solar system. -By using VR glasses, the features of the planets have been observed in conjunction with the virtual images of the planets In the Czech Republic: -Due to the Covid-19 pandemic, the mobility in Czech Republic had to be cancelled as a force majeure In Portugal: --A planetarium to be made in the school has been shown with team stars and narratives about myths and mythologies belonging to these stars have been realized. -Workshop: Artistic installation of the Solar System Information on the polar star, the use of the sun and its orbit has been given. -The simulation of the satellites of the planets and astronomical observing session has been organised has been completed. In FinlandStudents have visited cultural heritage in Helsinki, Heureka science center, planetarium and observatory. They visited the science lab in Aalto university where the scientists have told about their research work. Students have analyzed the Geogebra products, they had two workshops on Geogebra. They made information clips about planets using Green Screen. They evaluated the mobility.Geogebra training was given to the students by the Geogebra Finland coordinator. In Turkey, pupils' short term exchanges of groups of pupils have turned into staff short term joint staff training events owing to the pandemic reasons. The simulatıon of Geogebra that had to be completed in Czech Republic and Turkey Mobilities have been completed in Turkey by the project-partner instructors. In order to make the project widespread more, the convenient websites have been designed and the worksheets, articles and simulation files of this project (www.solarsystemingeogebra.com) have been saved on this website. In this website, there are several languages which belong to different countries.

The topic of this project was decided based on the need that each partner school faced, whether it was an inclusion based on ethnic minority, linguistic minority or other forms. We aimed to provide an information package and tool to deal with challenges in social inclusion and suggest ways that this process can be done and that showed to be quite effective. The project has proved this mission to be successful.All partners of this project participated with being aware and agreeing to fulfil the project’s mission to “spread knowledge and best practices about social inclusion and to create a platform on which our students could work on the subject and uncover some best practices that could be eventually transferred into classrooms and communities”. Each partner proposed a form of inclusion that was in a way new, and in accordance with the needs and possibilities of each partner to apply maximum of their resources, skills and competences forming the most possible knowledge pool to share with other partners.The main way we educated and shared our skills were LTTs – we organized 5 of them, one was a virtual one due to the Covid-19 pandemic limiting us on our travel. We also had to deal with a loss of one of the original partners due to the overlap in their planning schedule – The Czech partner left the project at the very beginning. Also, for the reason of Covid-19 we had to apply for extension of the project period - originally a 2 years lasting project received an extension which we hoped would help us to make the travel for the last LTT possible. Unfortunately, this has not happened and we organized the last LTT in a form of virtual mobility.During the planning process of this project each partner identified one approach to social inclusion to be used as the main topic for their LTT. These were:- Using national languages as means to break down barriers, increase tolerance and understanding and learn about other cultures (Germany)- Innovative teaching methods to motivate those at risk of early school leaving, ethnic minorities and academically challenged (Czech Republic)- The promotion of various activities destined to create a common ground for intergenerational and intercultural learning (Portugal)- The use of animals and how they can bring these new members together through activities (Finland)- Using a hands-on approach to create learning environments based around the production of crops and the cooking of food as means to increase the opportunity of social inclusion (Denmark)Due to the fact the Czech partner has dropped out, we have decided to cover their topic as part of the Virtual mobility in a form of guest speakers from various NGOs that support inclusion at school level, inclusion of people that fell to the bottom of the societal hierarchy and inclusion of ethnical minorities, namely Roma minorities in Slovakia – the speaker on this topic was a researcher from Slovak Academy of Sciences.As part of each LTT students prepared surveys distributed in their local community to reflect the overall attitude (or knowledge of) for each of the topics (the virtual mobility had this survey part excluded) and to be used later during the LTT as a data set to analyze and offer an insight into the community where the students come from. This served as an interesting comparative tool at a European level and formed a stable structure basis for further discussion.Each LTT (including the virtual one) offered at least two workshops that served as an educational method for sharing the best practices on each of the LTT’s topics and as an educational platform for all participants. The guest speakers of the hosts prepared an informative agenda that expanded on the knowledge that the participants brought with them to this discussion forum. High importance was given to the transferability of these skills and knowledge to the classrooms in all participating schools and beyond that – to the communities. The newly gained information formed a gallery of approaches that social inclusion can take and served as a model to show the means every individual and/or community can take to ensure that there will be no member of the community left behind (ideally).To make sure that all these innovative approaches to inclusion can be shared with a wider audience than our participants community, we created a tangible result to this project – the Social Inclusion Handbook. We created it in the form of a downloadable e-book that can be found on our project dedicated social media and web page and can be easily shared with anyone interested. It will serve as a helpful tool to any classroom or outside-of-school activity and can be used by anyone free of charge and with encouragement. It clearly states that it is a product of a project financed by the EU and the Erasmus+ programme.

"The 1954 Hague Convention states that ""the conservation of cultural heritage is of great importance to all the peoples of the world and that it is convenient that this heritage has an international projection"".By using the term culture, Heritage is given a broader meaning and many objects around us acquire a meaning: to serve as a document.Our project revolved around the current youth literature as a creator of cultural heritage, based on the conception of cultural goods as elements transmitters of information about the History, juvenile literature that tells us about the societies that created it.It has been a 2-year project involving partners from Spain, Italy, the Czech Republic and Ireland, so that the diversity of cultures and societies have enriched and given added value to the results envisaged. The applicant school is characterized by a high level of commitment to its environment and a high knowledge of its socio-economic context. This project responded to the needs of connection with other ways of seeing the world for the students and to encourage them to read as a learning tool for life.The objectives that we wanted to achieve were clearly linked to the priorities selected and we made many activities to get them: -The European cultural heritage, its safeguard, its dissemination and the recognition of its value for the progress of society.-The acquisition of key skills and competences, especially those related to oral and written expression and reading comprehension in the mother tongue and foreign languages and the use of ICT.-Open education in the digital era, to promote new educational methodologies and the educational challenges of the XXI century, in an increasingly connected society.The project has been developed by a multidisciplinary team composed of 17 teachers from different subjects and 2 professional librarians highly experienced in fostering reading with students. In addition to this, the involvement of local authorities such as municipalities and their areas of Culture and Education. However, the main actors of the project have been the students and their families, whose involvement has been fundamental. We had 60 students who worked directly in the project, who were responsible of carrying out the tasks and activities and of disseminating its results amongst their colleagues and at a local/regional/national/international level, using the resources that ICT's offer them.There were 3 types of activities:Training events: courses and exchanges of good practices for teachers and librarians. The topics were the promotion of reading, new active methodologies and the use of ICT's.Exchanges of students, to share the results of the activities and to work together in an international environment, discovering the heritage of each country and its relationship with juvenile literature. There were visits, creative workshops, theatre, shared readings, exhibitions, meeting with authors, like Blue Jeans, Giusseppe Gatozella or Alan Nolan.Local activities: creative activities (surveys, readings, photo exhibition, etc.) whose results have been shared during the exchanges or through eTwinning and the social media.From the methodological point of view, the project has been eminently collaborative, its activities and its implementation has always counted on the active role of all participants and their school communities thanks to the outcomes that has been published on eTwinning, the Twinspace of the project and on online ICT tools and popular social networks among adolescents to achieve maximum dissemination. Throughout the project, students have been sought to be protagonists of their own learning and have provided with the necessary tools to do so through new methodologies such as PBL or Visual Thinking.Regarding the impact, it was intended to be as long-term as possible, since we conceived the project as the basis for the innovative educational practice of the participating teachers. In addition, based on the promotion of reading it will become part of the students as part of their personal enrichment and knowledge of the world as lifelong learning.Reading also aims to have an impact on educational processes, since education can happen at any time and anywhere, with new media. Our project has also be able to generate heritage in their localities through documentaries (audiovisual heritage) and the results of our research.Finally, it has been a project that has included students, teachers, families and public entities, so the deposit that has left will reach many people and will remain in time.A major project, with partners from 4 countries and carried out over 2 years, that revolved around youth literature, heritage, ICT, new educational methodologies. It has left a legacy hard to forget in its participants and in their immediate surroundings."