This project dealt with the problems recognized by all the partner schools involved,which were treated in the international surroundings,through the exchange of good practice and experience. Those problems were related to the poor levelsome pupils were exposed to the various forms of discrimination, peer pressure or bullying,prejudice of the ambience,which made them to stop participating actively in the school and social life,even to achieve poor results in school. The purpose of this project was to provide the conditions for quality education for all pupils. The theme of the project presented in all project activities which we wanted the all participants to become encouraging tolerance,suppression of discrimination, prejudice and bullying, as well as the civic rights, including migrant crisis. The aim of the project was to upgrade the development of the awareness of the tolerance,respecting diversity,importance of suppressing the discrimination and prejudice.The metodology improvement was conducted through the experience and good practice exchange between the international partners, and also through firm bonding of the educational and pedagogical component,as well as through focusing on pupils and encouraging them on solving problems,argumentative dialogue within school,local communitiy, even in multicultural surroundings.The target groups were : project activities,aged 10-18,whose learning results were average or below,72 teachers participated in project activities and conducted the designed teaching methods,all the pupils and teachers of partner, schools who were informed ;early school leaving encouraged to more tolerance, suppression of discrimination and prejudice,at the same time were aware of the importance of education in this process.The mobility activities were organized.The participants were the pupils, teachers accompanying pupils as well as the teachers who participated in the educational process of the hosting school.This direct cooperation between the pupils from the different countries represented very encouraging educational and pedagogical method and environment in which the literacy level was raised far above the basic reading and writing skills due to the boosting of communication skills,the use of foreign language, recognising the differences.This cooperation also enabled participants to perceive the problems of discrimination or bullying in other countries,and the ways of dealing with them.Teachers developed and improved their skills and their working methods.We summarized the content of our project in this way ;Changing country of world people because of the reasons such as war, disaster , political , social , economic and education especially children who need to go to school. (At the age of school). Our aim was to reduce bad effect to minimum.We aimed to increase common values such as (tolerance , human and children rights , democracy , ethnic and universal values) among world people at back plan.1. Our aim was to make their integration easier to host country’s culture , country they immigrated to live2. To solve adaptation problem so that they can go on their education3. To decrease the number of students who leave school.With the help of questionaries, we understood the values that were beginning point between countries and people and we defined common fields. We worked together at education and added universal values to education and also social life. For that reason giving suggestions to shareholders and people, presentation activities and creating distinguishably were base of our project.It was mentioned about people who were unjustly treated- their pole and life stories.1. To define problems between host country’s people and source country.2. Individual integration problems.3. Point of view host country’s people.4. Increasing ways of dialogues among people.We thought these works were useful in a long term work.1. Due increased between settled and migratory and they began to adapt each other with understanding.2. Common worth/ common values which everybody accepted between people were defined.3. Appearing ethnic values in universal values increased.4. For people who migrated to host country it was source in order to form education modal at adaptation and support to country’s culture and economy.5. Preparing ground for education of settled and migratory about adaptation, language and common values.At the end of this project, the disagreement among people and countries decreased and a healthy, habitable, permanence dialogue began.

The 21st century brought a lot of disagreement among generations. Diverse generations see the same things differently as a result of generation gap. It is a considered opinion that the youth will not be strong enough for challenges and struggle for human values. The concept of the project – to search for the stories of success how children changed the world in the history of nation; saved people, weren’t lost in extreme situations, protected and struggled for human values. Working on this project, we have an intention to inspire the students - our rising generation - to act presently and change the world today; despite of, a young age, nation, race, social status, beliefs, and influence of other circumstances. The substance of the project – to prove a self-realization in acquiring and improving social, linguistic, communicative, cognitive, initiative and creative, cultural, individual competences and skills. Acquiring these competences, students will develop their attitudes towards values, will become more tolerant to history, other generation, will be open to other cultures and views, will develop self-confidence and trust to others. We hope our project partners will be active in creation strong Europe, in the aspect of collaboration, communication, mutual respect and appreciation. Participating members from a Partner Country while working on this project will search for historical facts in their region about the young people’s accomplished achievements that changed their life or someone else’s life as well. The collected stories will be conveyed using various modern expressions of art, forms appealing to young people such as street dances, theatre, music, art, IT.The project partners will create a project website, communicate using Skype program, send e-mails, collaborate in a virtual space Edmodo while using online TV programmes. The stand “Living history” will be made in each partnership school where the material of the project is displayed and added constantly. Students, supervised by teachers from each project partner school, will prepare the presentations of the collected stories, and they will be conveyed using various modern expressions of art. They will produce the educational-methodical e-book “Children also can change the world”. The teachers of History, Native language, Ethics, Art of all countries will publish lesson plans, lesson handouts and methodological recommendations in the e-book. The educational-methodical e-book “Children also can change the world” will be produced in project partners’ Native language and English. The project partners will produce a collective DVD with captions in English which includes presentations of stories collected during the project. The lessons of History, Native language, Ethics, English, Art and other activities (educational activities, creative workshops) will be organized during Learning/Teaching/Training events. Students will participate in forums, discussions, meetings with social partners, will cooperate in creation common projects, and present them. Teachers will conduct and participate in seminars and final conference.Moreover, students who have learning difficulties and experience social isolation, live in child caring institutions, have behavior problems will be involved in the project activities.It will be useful in acquiring new language and IT skills, new methodology and experience in the open lessons. The experience will be useful in our later work for integration the European dimension in the school curriculum. The lessons, workshops done during the meetings is the practice for students to act positively, change their worldview, form moral values, enrich historical memory. The project also resulted with the knowledge of tolerance towards other culture, generation, students who eperience social isolation, its beliefs, traditions and social differences breaking stereotyped conceptions as well as distinguishing the similarities of partner countries.

Through old letter to new friendshipThe project arose from the need to adapt the educational system to contemporary, dynamic, open and connected lifestyle. Life in all open and multicultural Europe highlights the importance of learning the history and roots of literacy for all nations and countries, so that it encourages the analysis and interpretation of information within the responsibility, through the dialogue, through the search for historical facts and insight of different perspectives, especially when it comes to sensitive topics. We encourage the development of individuals as people who respect other cultures, identity and pluralism, have a respect for diversity and identify common values. The increasing openness and connectivity requires better international communication and cooperation which is impossible without the use of digital technology and learning foreign languages.The aim of the project was to set the basis for the development of high-quality education system that includes modern methods of teaching through international cooperation and encouraging the use of foreign languages, then, teachers aware of the importance of continuous improvement and students motivated for lifelong learning, with special emphasis on those who have emotional, social or learning difficulties. In that way, we wanted to contribute to the motivation of students for lifelong learning.The objective was achieved through inter-cultural and inter-religious dialogue in history and old scripts, looking for links and intertwinement between different cultures.The project engaged 1100 students aged 6-14 years and 85 teachers from all the schools. Also, 20 students with special needs participated. Integration of the children with special needs and their peers gave an opportunity for all children to learn, play and live together, and to develop into people who understand and respect each other.Through this project the mobility activities were organized in all the countries from which the school participants are. They engaged students and teachers as their entourage, but also teachers who participated in the educational program of the partner schools. A number of historic and cultural sites was visited. Before each visit the workshops were organized, in which students worked together on research about these sites and related historic topics. We also organized numerous art workshops. The care was taken about the time for relaxation and fun, which further contributed to the informal use of the English language of all participants.The activities that were organized during the project (except mobility), encouraged creativity, collaboration and socializing through various grounds, at the international level by organizing a variety of virtual collaborative space. We organized, in constant communication through virtual workshops, Facebook and email art workshops, presentations, role play, making picture books, making various souvenirs, museum night, the performance of common songs, marking the Day of Laughter,etc.The result of the project was the compilation of different methodologies on studying the historical topics through the highlighting the positive impact, traditions and culture, through innovative methodology of cooperation with international partners and the use of digital technology.The project was a variety of ways to study selected topics of old scripts. The students were encouraged to research, express ideas, feelings and attitudes creatively, by using creative methods such as literary, artistic or musical creation. The digital competences of all project participants was improved and the use of the English language encouraged.The impact of the project on participants was greater understanding and responsibility towards the social, linguistic and cultural diversity, raised awareness of the importance of language skills; intensive application of methods and tools of the digital learning; increased interest in historical themes and cultural heritage through international cooperation and the use of digital technology, and openness to the possibilities of Erasmus + and participation in lifelong learning.Effects on the schools (organizations) participating in the project were forming a high quality educational program, which is more interesting and closer to the students of the new age, based on ICT , and, when possible, international cooperation.

"The topic of our project is to reduce the amount of wastes in the environment and our schools and to investigate the causes of throwing so much garbage .And to raise awareness of the need to reduce the amount of wastes that we throw away and to provide to recycle or reuse the wastes. For this purpose, we started to prepare a project because we had wondered what other countries were doing in these issues. Some schools from Portugal, Poland, Italy, Macedonia and Sweden joined us to share their ideas for this project. The common feature of these schools was that they were either eco-schools or they had worked in the national or international areas before. Especially the Swedish school ""Backegårdsskolane"" had ""environmental school certificate"" in Gotheburg . In this project, we worked with students from 10-15 years old.At the beginning of the project, all partner countries formed their school's trash map and prepared surveys on the formation and collection of these garbage. The goal was to find answers to the questions about what kinds of trashes were accumulated in schools and how they were accumulated .And also to collect these garbage, separate and to provide to recycle them. For this reason, eco teams of students were established in the schools. As a result of the evaluation of the questionnaire, the team students regularly checked the classrooms and gave them some marks for the criterias that we determined before. As a result, the cleanest classes were selected and these students were rewarded. Thus , the amount of waste in the classroom was reduced and the clean environment awareness of the students was increased. The collected garbages were used for different purposes in different courses during two years, different designs were made. the products were exhibited to all the students of the school and to other schools. At the same time, different groups of teachers and students often visited the city's recycling centers and made some presentations about the recycling.Students interviewed with people of different ages and social groups and tried to understand people's level of consciousness on recycling. These interviews were evaluated and as a result, each country wrote a script to make a short-length film. Best screenplay was chosen at the meeting in Turkey and was filmed by every country for Swedish meeting. Also each school wrote short stories about recycling and the best story was awarded in Sweden. During two years, experts made informative presentations on recycling at schools.At the end of two years we noticed that the waste in the trash cans we put in to separate the garbage into different parts of the schools was seriously reduced and they were separated. In the interviews we made at the end of the project, the students and the parents said they separated all their garbages and reused some of them. In this way, we raised the environmental awareness of our students ,parents and teachers. Thus they realized the importance of separating the garbages."

The answer is already in English.