"The project ""DE.M.O.S. - DEbate as innovative MethOd to ​​enhance critical thinking and life skill"" turns around the implementation of the debate methodology as a tool to develop students' key competences and thus foster their employability, socio-educational and professional development, as well as participation in the civil and social life, thus contributing to responding to the main priority of E +. The proposal stems from the cooperation between IISS Dalla Chiesa di Montefiascone and five European schools from Holland, Turkey, Latvia, Portugal and Poland.DE.M.O.S. is addressed to students aged 16-19 and aims to achieve the following goals:- contribute to the development of students' key, transversal and life skills through the innovation of teaching methods- innovate the approach to teaching and learning of foreign languages ​​through the implementation of interactive, proactive methods that privilege interaction and orality- adapt the skills and methodological tools available to teachers to respond more effectively to social challenges, supporting them through training and European comparison in the development of innovative teaching and assessment methodsand the following specific objectives:- structurally introduce the practice of debate in partner schools and share the benefits with other institutions in the various countries represented in the consortium and at EU level- allow the teachers of the partner schools to acquire the pedagogical, methodological and managerial skills necessary to implement the debate in an effective and sustainable manner over time- train the directly involved students, through the international use of the debate, to be active and aware citizens, develop critical thinking, argumentation skills, communication skills and a whole set of transversal skills that will make them more competitive in work and in life- improve pupils' language skills through the activities foreseen in short-term exchangesThese objectives will be achieved through the organization of mobility for students and joint staff training meetings. 20 students and 5 professors per partner will be involved in the mobility, but the expected impact at the institute level will be much greater. During each of the exchanges the students will be able to deepen some specific technical aspects of the debate, which will then be put into practice during sessions where students, organized in international groups, will compete on controversial and wide-ranging topics. DE.M.O.S. makes a predominant stress also on the empowerment of the teaching staff, aimed at the structured integration of the debate as an interdisciplinary teaching methodology in the school curriculum. Two joint staff training events were planned, at the start and at the end of the project, to allow the teachers of the partner schools to discuss the organizational and managerial methods of structural introduction, but also on the pedagogical and didactic functions linked to the evaluation of the skills acquired through this tool. The teachers will be trained to play the role of judges in a debate, to draft a motion according to the criteria of the World Schools debate, to organize a competition, and will reflect on the use of the debate as a cooperative learning method, as a declination of a laboratory approach and so on.The methodology used to conduct the debate sessions is the World School Debate; in general, interactive and engaging formats, cooperative learning and peer education will be used throughout the project.At the end of the project, important concrete products will be developed:- A compendium of the motions discussed during the mobility, with annexed methodological notes and learning outcomes highlighted by the teachers- A booklet that collects the most significant experiences lived by students and teachers that enrich the existing literature on Debate and contribute to the dissemination of the methodology on a national and European scale, highlighting the benefitsas well as learning outcomes related to transversal and life skills such as: knowing how to argue, speaking in public, developing critical thinking, gaining awareness of the rights and duties connected to citizenship.In terms of medium-long term benefits, the creation of a European network of schools, which share the debate as a good didactic practice, both curricular and extracurricular, represent a great asset, supporting the sharing between educational systems and cultures. In fact, our project sustainability plan provides the possibility of exporting the pilot project by extending it to other countries and schools, thus ensuring the maximum impact of the project."

<< Background >>Since 2014, the Lycée Amyot d'Inville has been integrating Bim into the educational practices of the construction industry because the European Union has imposed since 2016 on companies in the sector to respond to calls for tenders through BIM (Building Information, Modeling).To develop further pedagogical innovation to develop further, it is necessary to establish close relationships betweenpractice, research and training. Cooperation between schools from different fields can meet this need.At the time of writing, the COVID-19 pandemic underscored the critical importance of health policy, including occupational health and safety. The European Commission is in the process of updating its strategic policy guidelines which will help improve the health and safety of workers across Europe in the period 2021-2027.In 2018, there were 3.1 million accidents at work in the EU-27 resulting in at least four calendar days of absence from work and 3,332 fatal accidents in the EU-27 (Explained (http: // ec .europa.eu / eurostat / statisticsexplained /).Within the EU-27, the construction industry represents an important part of these work accidents.We believe that the augmented reality phone application for public works can reduce the number of accidents and potentially save lives. IT gives for the operator of the excavator possibility to know where the gas pipes are located (the depth, the dimension, the different pipes nearby).This application will facilitate the organization of work and corresponds to the requirement imposed on us by BIM.<< Objectives >>We want the creation of a phone application produced by the collaboration of European students. This collaboration will allow the students to discuss the progress of the project, the difficulties and the successes encountered. This will strengthen mutual cooperation and the students will have the feeling of carrying out a concrete project for the whole of our European society.<< Implementation >>Many people, including students, teachers, administrators and other stakeholders, will be involved in the implementation of project activities Mobilities (TPM and LTT):A specific number of managers and teachers from each partner institution will participate in the mobilities. These participants will be selected based on previous project experiences, foreign language communication competencies.Participants in dissemination and evaluation activities:To disseminate the project, every partner will have a dissemination team formed of its own staff and students. This team will be composed of people who participated in cooperation and protocols with other institutions, have a strong communication network with NGOs, who convinced to disseminate the project. Multiplier Events: Each partner country will organise conferences locally about the project's outputs<< Results >>Have students want to work and collaborate in Europe. Have students wanted to carry on their studies after their professional diploma.To give a good opinion of European collaboration.Make other schools want to collaborate in Europe.

Our project focuses on a global problem;ecological awareness.It is based on the European Comission’s “The 2030 Agenda for Sustainable Development” plan.The 2030 Agenda integrates in a balanced manner the three dimensions of sustainable development-economic,social and environmental.About the environmental development the Agenda says “Protect,restore and promote sustainable use of terrestrial ecosystems,sustainably manage forests,combat desertification,and halt and reverse land degradation and halt biodiversity loss”(https://ec.europa.eu).From this point of view we hope to protect our ecological environment and promote it by growing ecologically-responsible generations.We need to act together to promote the sense of connectedness to the nature. Nowadays,the key focus is upon improving the levels of attainment of each and every learner (https://eur-lex.europa.eu).The more the students attain the more they learn and respond.To foster an international understanding of ecological awareness,ecosystems,green treators,ecology-protectors,ecological-safety and ecologically resposible generations we should let our youngsters work in the field,see how each European country suffer from ecological unconsciousness.By this project,when we reach our objectives and get our concrete result, we aim to; •encourage the society to change the attitude and the behavior towards the environment by develope the ecological awareness.•foster people’s involvement in ecological actions in the context of large-scale cultural events.•build a socio-ecological culture.•create and promote sustainable lifestyles.•grow environmentally conscious consumers.Within the project 20 students, aged between 14-18, and 10 teachers from each counrty will be involved in each of 5 mobilities.100 students and 50 teachers will benefit from the project’s mobility part.When we consider the whole partners aproximately 3000 students and 500 teachers will benefit from the project activities,products and results.LTT activities will include:•Seminars about ecological awareness and the topics involved in this phase; presentation,lecturing and informing techniques will be used.•Group discussions about the project subject;debating,brainstorming and investigating techniques will be used.•Workshops about eco-friendly products;group work and presentation techniques will be used.•Digital content preparations about fostering ecological awareness;ICT and web tools,brainstorming and debating tecniques will be used.•Lab studies about the ecological materials;lab study techniques will be used.•Theater plays about creating an ecological identity; animating,role-playing,vocalisation and brainstorming techniques will be used.•Peer and minor teaching activities about eco-friendly products;briefing,informing,animating,presentation and living by experience techniques will be used.•DIY activities;brainstorming,group-work and living by experience techniques will be used.•Outdoor activities about pollution and human impact on nature;observing,exchanging of ideas,brainstorming and living by experience techniques will be used.The methodology was the most important part to carry out our project successfully.First we have made the requirement analysis to determine the boundaries of our project.After that we planned our project involments;the project goals and aimed results,participants’ and the stakeholders’ profile.Next we designed our LTT activities step by step to reach our goals and concrete results.Then we determined the assessment tools and evaluation methods that we will use to define whether we have reached our goals or not,implementation and dissemination techniques we will use to spread our project products and results.Finally we have determined how to maintain our project’s sustainability.We can summarize our project results as;•Starting an international cooperation about growing green generations who are ecologically responsible protectors. •Building international bounds about natural connectedness. •Creating socio-ecological cultures.•Making our students have a deeper understanding of mankind impact on any ecological events.Our project will have benefits in longer term such as;•Building not virtual but real personal relationships as Europian people.•Understanding the importance of collaborative work.•Having the chance to introduce our cultural,social,historical and the natural heritages.•Improving social relations with local,national and international stakeholders.•Providing our students to take action for their future.•Making learning more integrative and innovative.•Encouraging our generations to investigate,explore and stand for their beliefs.•Enabling our students to discover it is important to generate World-view.•Affecting the society in a positive way in terms of correcting the mistakes and protecting our nature.•Enhancing ecology topics in the cirricula.•Taking responsible actions to start new events about ecological awareness.

Along with traditional education, nowadays, schools should take care of developing both basic and transversal skills. But we have also detected other transversal skills that are necessary and not developed enough. They make the new literacy set. The communication skills are essential for success and happiness because people who are good communicators have more successful and fulfilled business, social and private life. Also, knowing how to search and evaluate information makes the difference between active, responsible and aware citizen and easy-to-manipulate person. Finally, each day one is faced with consequences of financial illiteracy reflected in being on the edge of bankruptcy because they do not understand what they sign or have chosen the wrong financial strategy. We must provide these kinds of literacy in school as well.The objectives of this project were:1. Enhancing digital integration in learning and development of open educational resources by developing 3 new curriculas and linked open educational materials for financial, communication and information literacy.2. Developing ICT, mathematics and language skills and creativity, initiative and entrepreneurship among students by applying innovative methods.3. Strengthening students' position in labour market and encouraging their personal growth by developing their communication, information and financial skills.In the project, students from partner schools participated through: being included in short-term student exchanges (60 students), participating in new curricula implementation and using of new digital materials (min 180 students per school), participating in other activities such as logo competition, poster making and ICT workshops. Students with low achievements and study difficulties were also encouraged to participate.In project participated teachers from partner schools who worked on implementation of the new curricula (at least 9 teachers competent for the subject), the teachers who were interested in using project outputs and results and who were accompanying persons during the short-term student exchanges (at least 60 teachers), and staff in partner institutions who worked on the new curricula and digital materials and, also, staff that participated in transnational meetings and/or short-term joined staff training (at least 20 persons).In topic-related conferences (multiplier events) participated approximately 90 persons (30 in each country) from media, local community and relevant institutions and also 50 persons in closing conference. In teachers training event at the beginning of the project participated 20 teachers from partner schools.The project had 6 activities in which intellectual outputs (curricula and open materials for each literacy – communication, information and financial) were made. After each curricula was made and approved, partners worked on digital materials. Each lesson was followed by appropriate digital materials including an introduction part with an initial quiz, materials based on the lesson subject, evaluation based on learning outcomes, homework assignments, methodology and explanation where and how the lesson can be used within the existing curriculas if applicable.During the project, 3 short-term student exchanges were conducted. These were used as a pilot-curricula implementation and evaluation tool. The testing and evaluation of the project outputs provided information about which outputs should be improved. All the outputs which did not meet the requirements were redone. One short-term joined staff training ensured that all the staff included in producing intellectual outputs had needed skills and knowledge about learning-outcomes based curriculas and innovative teaching methods.After the project finished, the intellectual outputs were used as new school activities in partner schools. It is expected that they will be used in other schools, too. That is enabled through the project website which contains all intellectual outputs which are translated and written in 4 languages, just like whole website (newliteracyset.eu).In line with project's objectives applicat school went a step further and made online courses for some of the topics covered by curriculas. For each type of literacy 2 online courses were made, so in total 6 online courses where students can go through the materials independently using just their mobile phone and athe their own pace.The students who participated in the short-term students exchanges and the new schools activities improved their knowledge and skills about communication, information and finance. Hopefully, that will help students to successfully manage their finances, get the needed information and have efficient communication in their future life, both in business as well as in private sphere. The students upgraded their ICT and mathematic skills, creativity, initiative, entrepreneurship, social and civic responsibility and improved their language abilities.

"The EU 2020 Strategy, which supports the development of knowledge-based economy, innovation and new technologies and defines smart growth, also forms the basis of socio-economic development. This strategy places great emphasis on improving the quality of education and training systems, lifelong learning, and spreading innovation and creativity. Therefore, reading, mathematics and one of the main objectives that it tries to reach until 2020, as well as the goal of ""To increase the level of basic skills such as literacy and numeracy, to make mathematics, science and technology attractive and to strengthen language skills should be increased."" to reduce the failure in science to below 15%.While the importance of basic literacy and qualifications, called 21st century skills, is increasing in the changing world, on the other hand, developing economic difficulties and technological developments challenge education and training systems. Therefore, the project ""The Future of Education and Skills 2030"" initiated by the OECD is aimed at helping countries find the answers to two broad questions:1- What knowledge, skills, attitudes and values ​​will today's students need to develop and shape their worlds?2- How can teaching systems effectively develop these knowledge, skills, attitudes and values?However, findings on a world scale are not very pleasant in terms of countries' education and training systems. When these findings are taken into consideration; According to TIMSS 2015, the 8th grade scores of 20 countries from 39 countries are below the world average. In addition, according to the 2018 PISA results of 79 world countries trying to determine the student's performance in science and attitude towards science, the proportion of 15-year-old students who could not reach a basic proficiency level in science in the EU was 16.6% in 2015; It increased to 20.6% in 2018.This project, whose focus is on the relationship between core competencies and scientific literacy, is the 21st century core competencies that we call critical thinking, problem solving, creativity, communication and collaboration that determine how individuals approach complex challenges; It is based on the fact that it affects the skills applied to daily events such as reading, arithmetic-mathematics and scientific literacy. Therefore, in order to increase the level of acquisition of 21st century basic skills, the aim of this project is to increase the quality of education by contributing to the integration of technology into the learning and teaching process; To improve scientific literacy within the consortium by contributing to the development of basic competencies by integrating educational robotics technology into scientific learning and teaching process.The target groups of the project are;1. Students aged 10-172. Science teachers3. Science teacher candidatesOur goals throughout the project:1- Developing an innovative science learning-teaching strategy compatible with the educational context of the partner countries related to the scientific learning teaching process in which educational robotics is integrated for the target groups by developing 3 idea outputs.2- Increasing the knowledge and skills of 42 staff from partner organizations on different teaching models, measurement and evaluation and robotic methods / techniques in interdisciplinary science teaching3- By organizing 5 large-scale multiplier activities and other dissemination activities; Improving the knowledge skills of at least 200 Science teachers, 50 teacher candidates and 100 experts on the use of intellectual outputs developed under this partnership.4- Developing basic competence and scientific literacy of 10-17 age group students through educational robotics5- To develop long-term innovative cooperation between partnersShareholding structure 4 public school providing education for 10-17 ages from Turkey, Italy, Portugal and Romania; a software companie from Germany; one central education authority (MONE ÖRGM) and consists of one public university from Turkey. The project will include 3 transnational project meetings, 2 short-term staff training and 5 dissemination activities. As an innovative trend among the project results, we have 3 important intellectual outputs such as e-Workbook open education resource, methodological guide for implementation and comprehensive assessment and evaluation toolset.Teachers; It will experience more professional development in connection with adaptation, diversification and innovation of teaching practices. Will be able to develop a combination of teaching practices to achieve desired learning outcomes in science teaching programs. In addition to developing the skills of teachers to use new technologies to teach the cross-curricular skills they need, better science learning in Europe, better scientific results and higher competencies in ICT skills; is one of the effects of the project."