"The project ERGO promotes the message of “Equal Rights, Great Opportunities” where it highlights the need for a community of equals with the potential to lead to great opportunities for human development taking steps to put it into action.This project allows for a better Europe, where European countries can assimilate more easily rejecting discrimination related to the personal identity of individuals. The principle of social equality suggests that the gender, age, color, financial status, origin, language, religion, health, personal beliefs and ideas of individuals should not result in unequal treatment and should not unduly reduce opportunities to improve their lives.Objectives Interculturalism and to inform participants about the language differences, and by learning everyday phrases in the languages of the participating countries to project. Cultural exchange on the delivery, linguistic, geographical and historical experiences. Enhancing critical thinking about the ""-isms"" (e.g. nationalism, racism, sexism) Overcoming language barriers in the European Union through the common, neutral language. Contributing to the spirit of European citizenship. Development of personal potential of students, such as the ability for teamwork and the desire for cooperation, skill for solving nature of communication problems. Improve the adaptability and practical use of new technology in communications.Promote the woman's role and status in societyTo teach our students to respect and accept disable people and provided to them the same opportunities in their lives. Promote the message that all human-beings are entitled to have equal opportunities in their lives without being discriminated or rejected based on their gender, sex, color, religion, origin and any disability. Number and profile of participant organizations The participant organizations involved in the process are professional training centre and schools of secondary education. There are six in the project:Techniki Scholi Larnakas (Cyprus)2nd Lykeo of Kalamata (Greece)Ogrenciden Armagan Anadolu Lisesi (Turkey)Colegiul Energetic (Romania)Kauno buitiniu paslaugu ir verslo mokykla (Lithuania)Höhere Technische Bunderslehr – und Versuchsanstalt Wiener Neustadt (Austria)Description of main activities undertaken In each meeting, teachers will be informed about the main education strategy and privilege of the visited country by experts and representatives from the local ministry of education. Teachers will develop: good examples of strategies of how to transmit the basic humanitarian values (mainly increasing tolerance, non discrimination and non prejudicement) in education of social sciences like history art, and sport, curriculum materials, learning and teaching resources and different survey types. The results will be written in the Euro-human project booklet. Equality, equal rights, human rights are all concepts that are difficult to interpret and apply. We will try through seminars, workshops, local organizations, media and guest speakers to explain these concepts and expand people's perception and feelings. Students will have interactive workshops on the aforementioned topics with the guidance of their teachers and have multinational experiences to feel and take the responsibility of being humanistic individuals in the society. Brain storming, on line communication, student centered and interactive methods will be used during the workshops. Teachers and students will visit some art, history museums and see some examples of humanitarian displays. The project photos and other documents will be downloaded in e twinning platform and web site. Seminars will be organized for the dissemination of the project in each country .The booklets and brochures will be delivered and the project impacts, results, recommendations to the other schools will be declared by press. We will involve different students paying special attention to those disadvantaged for socio-economic reasons. We will involve pupils in the evaluation process, with questionnaires, focus groups, feedbacks on activities carried on.Long-term benefits ""ERGO"" will promote intercultural education, and/or help combat racism/xenophobia: it will reveal students' diversity and richness of the European civilization and prevent possible stereotypes and xenophobia existing in our nations.We strongly believe that “ERGO” will encourage young Europeans to understand someone of different nationality, race, religion, gender, sex which is the evidence of acceptance and respect for diversity. Additionally will enhance students’ self confidence and other personal qualities regardless of their differences of any kind as they will learn no to judge the physical but instead trying to understand the deeper roots of their psyche and the hardships a person may face.The project will disseminate the message: ""The effort for equal rights and opportunities is lasting, timeless and everyday""."

"The title of our project is ""Entrepreneurship and language matters ​​in life. Developing entrepreneurship among students; learning how to set up a business"". We decided to implement this project mainly because entrepreneurship and resourcefulness are features that are desired among young people nowadays. The Polish school coordinating the project is located in the Silesian Voivodeship. Silesians are not entrepreneurs and they easily accept their fate. Silesia is a place where the coal mining industry dominates and coal mines are the hallmark. For decades, the people of Silesia did not need to think about how to be an entrepreneur because it was the coal mines that ensured stable work and existence. However, nowadays the situation is changing drastically, just like Silesia is changing its face. The mines are gradually closing down and young people, now in high school, can no longer count like their fathers did for a secure job in the mine. This situation is closely related with the general situation on the European labor market. Young people struggle to find a job. There is a very high unemployment rate among young people across the European Union and this difficult situation is typical of each of the 5 partner countries: Spain, Greece, Italy, Latvia and Poland.Hence, the main goal of our project is to make our students aware of the importance of an entrepreneurial attitude in life and to show the direction how to become a successful entrepreneur. The lack of a professional perspective causes the students to lose the sense of meaning and agency in their lives, which directly affects the motivation to learn. We wanted our students to understand through the project that they have an impact on their future and that its quality depends mainly on themselves. Western culture does not pursue entrepreneurship, but through the media it creates a false sense that everything in life can be achieved easily and quickly. Entrepreneurship is responsibility. This is what we wanted to show to the participants through the project. In today's labor market, it is crucial to search for employees who have well-developed key competences and the so-called soft skills such as communicativeness, assertiveness, openness, ability to work in a team, high personal culture or good work organization. Thanks to participation in the project, participants could also improve in this area.Through the implementation of this project and related activities, i.e. workshops, lectures, study visits, meetings with specialists and mobilities, we were able to develop entrepreneurial skills among students and emphasize the importance of foreign languages ​​in every area of ​​life. By participating in the project, students improved their language skills, mainly in the field of English, but also Spanish. An important assumption of the project was the emphasis on the development of communication in foreign languages ​​and the expansion of language skills in the field of entrepreneurship, economy and business.Through international cooperation, the participants of the project significantly increased the level of motivation to act and faith in their own abilities. Students developed social skills, acquired knowledge about European countries and learned about their culture, and had the opportunity to face and overcome stereotypes.The programme of the project was planned in such a way as to be based on the acquisition of practical skills by participants, i.e. self-presentation, advertising, sales techniques, etc. Activities also included problem solving and teamwork. In order to involve project participants, we invited experts in the field of entrepreneurship, visited local entrepreneurs and learned the secrets of their operation and work. We also created conditions for students in which they could see and practice their creativity many times. Apart from the visual products created and advertised by students, which are the effect of their participation in both, the local and the international project activities, the result of our project is also the development of a positive attitude to entrepreneurship among the participants, creativity in thinking, development of social skills, teamwork as well as planning and organization of work."

The six schools that participated in this project were all drawn to the topic and ideas of social innovation and entrepreneurship and wanted to learn more about it and saw it as a means to tackle some of the problems their schools were facing. For example, low student motivation and lesson participation, declining interest in formal ways of education that are often not in touch with everyday realities, and early school leaving trends. Further, high rates of unemployment among young people in the EU in general, often due to low basic skills and experience, leading to social exclusion and insecurity. That is why we, the participating schools in this project, decided to join our experiences and work together to find fresh and innovative ideas to deal with these problems.The project aimed to develop and increase students´ sense of initiative and entrepreneurship, improve their basic skills, and assist them in acquiring skills and knowledge in and awareness about social entrepreneurship (projects) that would help them with future employability or possible business creation. Social entrepreneurship is not only a way of employment but also a means of realising innovative ideas and solutions to solve problems in our communities and society. By learning how to contribute to community development in a new, creative and effective way participants learned how to help with social inclusion of disadvantaged or marginalised groups of people and adapt a non-discriminatory approach. We wanted to encourage students´ creativity and potential and motivate them to be active members of society. Through various activities project participants were made aware of the needs in their communities, country and Europe. A further objective was to increase students’ ICT skills, they learnt how to effectively use various digital tools to materialise and present their social business ideas. During the LTA students worked collaboratively in international teams which helped them develop language, communication and social skills.To achieve our aims we employed diversified approaches and introduced non-formal and experimental pedagogical methods. We adapted a “hands on approach” (learning by doing) which made learning more interesting and engaging for participants. Students were taught how to create a business and marketing plan for their social enterprises, they got a practical understanding of how social enterprises work by visiting them, meeting and speaking with founders or staff. They created their own social projects to address some of the needs in their communities, regions and the EU. The project “Creative paths for Young Social Entrepreneurs” focused on 5 main topics that were developed in between meetings and presented at the LTA.1. Knowing you–knowing me2. Social entrepreneurship3. Green entrepreneurship4. Social entrepreneruship and eSkills5. If you were walking in my shoesAt the Learning/Teaching Activities (LTA) student representatives presented all the work done on the topics, attend workshops about setting up a social enterprise, visited social enterprises or projects and got deeper insight into the life of disadvantaged people. They worked collaboratively in national and international teams adapting personalised learning, creating company profiles and social projects. They were also engaged in the local community through volunteer work. Work done in the project was regularly uploaded and presented on school and project webpages. The final product is the “eGuide” a learning platform with educational resources on social entrepreneurship, like how to start a business in each participating country, student fictive company business plans, webpage and mobile app., company profiles, videos, photos and more. The project results were evaluated and disseminated as planned in the project.The results of the project activities are an increased knowledge about social entrepreneurship and how to start a social enterprise. The development of useful ICT, communication and language competencies. Participants have become more socially aware and more active members of society. Participants gained practical experience in cooperating with peers in an international context, became more aware of other countries, their cultures and the European diversity. The impact on the project participants and target groups, was that it enriched their learning and teaching with new methodologies, activities and tools. Students were able to see new potential and future working opportunities thanks to real life experiences which we believe increased their confidence. They acquired new skills, developed new attitudes and have become more aware and interested in the world around them. The project opened up their eyes to various current topics. They were able to see that even as an individual one can contribute and change society for the better. All participants were enriched through the international cooperation and exchange of good practice.

"The project called ""U2 Have a Voice"" is focused on increasing student competencies and skills in the area of civil engagement, responsible and active citizenship, democratic values, and more, in the context of their community, country and EU. Young people have an important role to play in maintaining and building a better democratic European society and culture. This project aims to motivate them to be more involved in their local communities, democratic processes and activities at different levels of society, starting from their towns/cities, to national and European level.The project is divided int four topics:1) Actions speak louder than words - focusing on responsible and active citizenship, volunteering and elections. Students will learn how they can have a voice and use it in their community, nation and EU.2) Living together as equals in culturally diverse societies - The main focus is on different aspects of HR, and cultural diversity. Students will learn to be tolerant of differences in nationality, culture, physical appearance, origin, sex, beliefs, etc. Stressing that all people are created equal with specific unalienable rights. Special focus on bullying.3) Hit the Books - freedom of speech. Students will read books, get to know forbidden writers, read speeches that inspired nations, learn about fake news, censorship, propaganda and media manipulation (elections).4) If streets could talk - culture of democracy. Focus will be on why people take to the streets (protest, demonstrations, etc.) Different forms of rule. Students will map streets , street names in their town and examine what happened in these streets. The activities within the 4 topics of the project are aimed at acquiring and increasing key competencies of the participants. The areas of competence development are, values, skills, attitudes and knowledge. Tangible results connected to the 4 topics of the project will be questionnaires, videos, posters, photographs, student diaries, timelines maps and more. Working on these tasks students will develop ICT, language and communication skills. Intangible results, will be observed by teachers in that students will improve critical thinking skills, open mindedness, tolerance, participate in discussions, read more, learn to express their opinion and more. The results of the project will be presented at schools, on the school and project website and eTwinning Platform. All project activities will be organised on the school, national and international level so that a wide range of students can be involved and experience and learn about the topics of the project. The number of participants including accompanying persons in the LTAs will be cca. 84. However, the number of students involved in the activities of the project will be wider as project work will be carried out in specific lessons and also outside the classroom through workshops, excursions to NGOs and political institutions and meetings with interesting people. Parents of hosting students, visitors to the school and relevant stakeholders will be effected indirectly by the project through various dissemination activities.We will adopt a holistic approach in the project which will involve cognitive, practical and attitudinal dimension of learning. Practical application of what has been learnt will be applied with an aim to positively influence attitudes, behaviour, world views of the participants. We will also apply an open-ended learning method, which will allow for multiple solutions and answers to problems and issues, where students will learn to accept and respect other views. This will help promote self-confidence of participants in debates and discussions of topics that are bound to result in different opinions and understandings. The school setting will provide a safe environment for debates and discussions. Further methods of work will include blended learning, group work in international teams, competition, discussion, and debate. Learning through experience and discovery, developing critical thinking skills, communication, tolerance, etc.An integral objective of this project is to realise international mobilities as working in an international team influences individuals positive perception of the world around them. This project fulfils the vision of the internationalisation strategy of the participating schools, especially improving the quality of educational outputs, sustainable development of cooperation with current social and international partners, sharing of examples of good practice thanks to visits to partner organisations, development of professional competences of students and staff, using European tools, especially eTwinning, Europass, validation of mobility outputs, learning outcomes and results of non-formal learning. Last but not least learning mobility brings benefits to individuals which will benefit them in the future."