The main objective is the development of continuous learning in a European collaborative environment and the improvement of healthy lifestyle skills with positive effects on the relation between the professionals in education, families and communityin order to form a strong personality of the children/teenagers.The project “Our precious plants” is accomplished by four schools (GER, RO, IT, SP). In this project we want to support our youngsters in acquiring and internalizing the healthy lifestyle skills necessary for the improvement of their life. With our project we want to focus on the value that lies in our nature and to make use of it. We want our students to live in relation with our environment and to appreciate our nature and the plants that grow. We need our nature to nourish us. Our project includes nutritional science, theoretical and practical knowledge that shall help students with future food choices. We want students to see the importance of good nutrition and realizing what our plants from Europe provide. Science, especially the human body and the quality of plants is part of the project. We examine plants, extract and write tables about their goodness.Gardening and home economics are a big part of the project. Students learn how to grow different plants and will monitor how plants of the partner schools grow in the different locations. We will process freshly made food and create new recipes enrichend by the ideas that we come up with through our partnership.In our project students will communicate about nutrition and work with our nature's gifts. In language classes students get prepared with the necessary vocabulary and present each other their work. Creative tasks capture the beauty in pieces of art.During the two years the partners bring in their expertise and do complementary work as well as comparing their results on identical tasks. Different groups of students across the school are involved in the project, whereas groups of six to eight students with two or three teachers travel to the transnational meetings.The transnational meeting in Italy focuses on extracting the goodness of plants and what our body gets from different plants.The transnational meeting in Romania focuses on planting, tecniques and requirements. This learning event will provide the partners with good knowledge for school gardening in their respective schools.The transnational meeting in Spain focuses on harvesting and processing mediteranean fruit and vegetables. Students learn about the healthy impact and create scrumptious recipes.The transnational meeting in Germany focuses on harvesting and processing berries and herbs. Students learn about the healthy impact and create scrumptious recipes.On a long-term basis students of all partner schools improve their language skills, their awareness of nutrition, their knowledge about plants and their body and about planting, harvesting and processing. In transnational meetings they aquire knowledge that they share with their schoolmates after returning home. They communicate and cooperate in teams using ICT. They broaden their horizon and increase their job opportunities.

ROBOT- rescue, offer help, be a friend, open doors, take on EuropeOur project concentrated on robotic solutions of two real-world situations:1. Help for European senior citizens or persons with handicap in daily-life situations 2. Help for victims of natural and environmental disasters occurring in EuropeStudents of four European partner schools located in the four corners of Europe (Latvia - north, Germany - west, Spain - south and Turkey - east) worked in teams to program and construct vehicles by means of Lego Mindstorm, which can drive autonomously while fulfilling special tasks. Students first developed modular units which can be used for different tasks, e.g. one vehicle unit follows a line, another unit is capable of transporting heavy loads over obstacles, another one can distinguish colours, circumvent or remove obstacles etc. During four transnational learning activities students competed in Robot tournaments in which they presented their modular units in a contest. The best unit won a small prize and formed the basis for further development. As the contests showed that the robotic units were all constructed in slightly different ways and had all their ups and downs which were not always compatible, teams created very individual solutions which succeeded differently in various fields.Nevertheless this modular approach ensured that a suitable vehicle for a specific task can be designed. It can also form the basis for succeeding (sub)projects and more modules for similar problems can be generated. The first task students decided on was: Shopping for elderly people should be facilitated. One problem-solving task therefore was:The vehicle should autonomously follow a predetermined way and self-reliantly avoid obstacles. In the second meeting the task was to help a person in a wheelchair to browse through a shop. So the robot had to be able to recognize, remove and dispose obstacles in a designated corner.The second main focus of our project was to provide help for a victim in a catastrophe. Here the first task was to provide victims with necessary provisions like medicine, blankets, food, etc. in a hard-to-reach and hazardous environment. So the robot had to be constructed to overcome hills and holes while transporting goods.The final task was then to rescue an injured victim from an almost inaccessible environment.Students had to design advanced robot vehicles which were capable of fulfilling these different tasks. They started with making themselves familiar with the Lego Mindstorm technology and throughout the first year they developed the first advanced robot which could assist disabled persons. In the second year students had to start with a different model because the assistance in catastrophes required different features of the robot. So in the third and fourth meetings they concentrated mostly on improving their vehicles´ skills to remove obstacles and transport loads.The teams designed, shaped and constructed an appropriate modular robotic unit each and presented it with a short justification of the reasons why they built it that way. These units were then tested in contests. Students explained their programming principles to their fellow students and decided on the best solution. The criteria for the best units were agreed on by all participants. The plan to first start with national teams and to form multinational teams later on was quickly changed. Instead the groups decided to cooperate internationally right from the start which worked very well. The level of difficulty increased with each task and enhanced the requirements of successful teamwork and project management. In each of the four learning activities the winning team got a certificate and was recognized by the other groups. The programming was documented and made available to the other contestants by being published on the project website and on etwinning. Photos documented and showed the successful models. Political reasons kept the Spanish team from sending a delegation to Turkey where only three partner schools met but the other meetings were attended by all four partners.Students used their smartphones and Whatsapp to communicate quickly when looking for common solutions while building and programming the robots in their respective clubs or classes.This led to an enhanced private contact which even made visits outside the project possible and friendships were established.Awareness of specific conditions in different European countries in daily-life situations as well as in emergencies caused by natural disasters while working together on common technological solutions increased students’ national identities on the one hand but mainly emphasised their awareness of parallel strategic thinking, their common feeling of European citizenship and their digital competence.

"The "" Creative path of learning "" project refers to the exchange of best practices, to improve students' knowledge and skills in math and sciences for a good academic route or fot a better integration on the labor market , integrating data using non-formal and informal methods , experiments and experiential learning in various contexts and transdisciplinary, or online and outdoor learning . According to Europe 2020 strategy , the project partners want to foster a new kind of smart and sustainable growth , increasing both transversal competences for teachers students and the strengthening of lifelong learning, the effective use of digital networks for greater youth inclusion on the labor market, in the current financial and economic crisis .After applying a questionnaire to 500 students in 5 partner schools , it was found that 35 % of students consider math as boring and 32% consider it a difficult matter , 41% of students want more experimental lessons outside school.These considerations require more appealing courses in which the student becomes teacher and learner, collaborator developing teaching materials. Lessons will be more appealing making the direct connection between math / science and everyday life , using innovative teaching methods , integrating informal and non -formal methods in teaching and learning mathematics and science .On student level we identify the following needs:- participation in more attractive lessons of combined use of ICT tools and formal with informal and non -formal methods -facilitation of individual - paced learning through access to online learning sources-practical approaches in math and sciences lessons emphasize practical and inter connections and cross curricular application - increasing the understanding of basic concepts and of transdisciplinary application - improving school results in mathematics and sciences- cooperation with youth on learning themes .Following the questionnaires application to a sample of 60 mathematics and science teachers in the 6 partner schools , it got revealed that 47 % do not know what non-formal methods are, 75 % of the teachers know how to use ICT tools for learning but many of them do not know how to develop learning materials that stimulate collaborative learning animation .We haD identified the following needs for for teacher training / development:- to develop skills of achieving teaching materials content and facilitate trans disciplinary collaboration- to develop teaching skills integrating non -formal methods , informal and the on-line learning in different contexts- achievement of best practices sharing with other teachers to develop open sources in Europe in math and science learning .- to improve their collaboration and communication with students beyond school lessons At the school level needs were identified :- development of individual and collaborative learning environments- training a group of teachers to develop methods and web 2 . 0 tools for students' age particularities -development of collaboration and learning tools and methods beyond school walls by: outdoor activities , projects, experiential lessons through collaboration with other entities , open source learning tools- improvingThe principal aim is:Develop an educational system based on open source and experiential learning , integrating non - formal and informal with formal methods. Specific objectives:O1. training 20 teachers of mathematics, physics , chemistry , biology of 5 partner schools in 5 short term joint training events, in creating and implementating web-based tools 2 . 0 in the learning – teaching- evaluation .O2.development of methods and tools for online learning on study subjects as mathematics, physics, chemistry, biology, using web 2.0 tools .O3 integration of informal and non -formal methods in different learning contexts in mathematics and sciencesO4.diversification of learning environmentsThe target group will be of 230 students and 20 teachers of mathematics, physics, chemistry or biology of the 5 partner schools in the project and can be divided into 3 categories:-20 teachers will be participated to the short term traning event and be leaders of developing new activities educational web 2.0 tool.-230 students aged 14-18 years from the 5 partner schools . Each of partner school had to select 2 experimental classes of students ( 20-25 students /class)where applyed teaching methods, tools developed in the project. -100 Students of 230 had been trained in the partner schools blended meetings.The project was an oppotunity to share the best changes didactical practices and learnt from each other, introduce interculturality like as a element of progress."

The project labelled Human Rights Education is an international partnership of 6 schools with the main aim to improve the level of innovative pedagogical practices in education with special emphasis on the education in the field of human rights, which will be firstly transformed into the relationships between students, their teachers and consequently in local communities. The partnership includes the following countries: Croatia, Portugal, Romania, Spain, Turkey and Slovakia, which is aslo the coordinator of the project. With the exception of Croatian school, all other partner schools have been previously involved in other Erasmus+ projects. Although we, humans, have moved to the 21st century and our educational systems are based on using modern methodologies and progressive ICT tools, practical implementation and following human rights is still a problem present in schools and socieities across Europe. What is more important is the fact that thanks to the availibility of modern technology the misuse of human rights has acquired new forms, like plagiarism, copyright infringement or more and more common cyber bullying, e.g.Having debated these issues on eTwinning, we have come to the conclusion that each one of these 6 project partners has some knowledge about at least one particular innovative pedagogical practice that all the others want to acquire in order to improve the practices at their schools. At the same time, we hope that by doing so we will be able to promote collaborative learning and enhance critical thinking, creative thinking and problem solving skills among our students and to get them actively engaged in their learning process and take responsibility for it.The motivation for the project is based on the UN Declaration on HRE and Training, prepared for the Human Rights Council in 2010 as well as The 2015 ‘Paris Declaration’, ensuring that children acquire social, civic and intercultural competences, by promoting democratic values and fundamental rights, social inclusion and non-discrimination.By doing this project we want to increas empathy, tolerance and respect, and increased student confidence to address bullying. Moreover, we believe that implementing HRE we can decrease cases with disciplinary problems, contribute to positive school attendance, and improved classroom, home and playground relationships.The main goal of this project is to support human rights education by taking it into agenda with its all aspects. We have experienced the topic scientifically, discussed the best and simply applicable solution in the schools and selected the methodology to be applied in our schools. We aim to provide an activity for every single student in school and peer environment apart from ordinary school programme. Academic success, school sport facilities or other artistic and musical facilities only include very less number of students. We have to include everyone in a way that everybody will be able to show an ability to improve his/her self-esteem, self-confidence so feel acceptance in social life.The students will work, guided by their teachers, on subjects as: history of HRE, cyberbullying, school HR policies, creating tools for prevention of misusing HR, peer learning/peer teaching.Familiarizing students with the issue of HRE means that the students will get to know the needs and the fears of a rapidly changing society.Seminars and meetings will be organized for teachers and parents for improving the motivation on the topic and the ways to support the issue of HRE theoretically. The target groups of our project are made up of all the students (respectively 2500 students) and teachers from partner schools, other topicallyrelated institutions, trainers and members, and parents of the studetns.By working in mixed international workshops, the students will get a first-hand experience of 'Europe growing together'. They will be led to greater tolerance and acceptance. The concept of sustainability is the most important component in all stages of activities during the project. This means that students acquire skills to take part in social process. It is more about the qualification of students to realize their strengths and weaknesses. By strengthening personal skills (e.g. learning and social skills), through self–assessment and external assessment, students are able to achieve the optimal level in every type of school training and the secured future of young people in today's Europe.

PROYECT CONTEXT AND PARTNERSRomania suffers a fierce immigration that causes an important Early School Leaving (ESL). Greece, Cyprus and Turkey have a difficult economic and social situation that propitiate ESL as well. Netherlands has an economic and educational situation more solid. Spain has an unemployment rate very high and a difficult economic situation.MAIN GOALS- To find ideas and solutions to avoid ESL- To facilitate the students insertion in a demanding and changing labor marketThe early abandonment of school is due to various reasons. Poverty, economic hardships, economic compulsion, the lack of a decent standard of living create a negative background for attending school. Other reasons are poor performance at school, negative experiences such as bullying, unsurpassed learning difficulties, lack of special education and compensational teaching, the impersonal and cold reality of the educational system, the educational level of the family, the social surroundings, and various social stereotypes. - Which is the result of the abandonment of the school by students? The creation of groups of vulnerable, uneducated children who are prone to exploitation, child work, juvenile criminality, deviant behavior, social marginalization and exclusion.- Which is the aim of the project? Studying/understanding of this phenomenon and the development of strategies to contain and restrict the early school abandonment by students.With the help of this project students will:- be exposed to different learning methods and strategies- be trained to find and use different sources of information, - become aware of the negative results of early school leaving- learn new productive methods to connect with the school and create a strong sense of belonging in the school setting. With the help of this project teachers and school/staff will:- develop ICT skills, with the creation of databases and a website- learn to work together in a collaborative way with teachers and pupils from across the partner schools- develop team leadership and project management skills- put into practice new techniques and methods of working/teaching- develop new approaches to ESLHow do we hope to achieve all of these goals? OUTPUTSWe want to develop different activities and share their final products, which can be used in order to help people who are directly or indirectly concerned in ESL (teachers, students, authorities, school psychologists and counselors, social workers), e.g.:- Good practice guide: Making school more attrative- Education and career guidance /helping students to choose better decisions- Helping parents to help their children brochure- Blogs, wikis and website will be published for sharing all the events of the project- artistic/graffiti productionBENEFICTS AND IMPACTS IN THE LONG TERMThis project is an opportunity to influence in the citizens of the future and of the present: students, teachers, parents, mass media and all the community. How many people will be involved in this project? Almost 4000 people, between teachers, students, parents, school psychologists, social workers,...All of our activities and products will be published in an official website project for five years and the brochures we want to make will be given to parents, authorities and another schools . That way, we hope that our project can make people reflect on ESL.DEVELOPED PLATFORMS: WEBSITE. Coordinator: Spain https://sites.google.com/site/stayintheschool/BLOG. Coordinator: Romania http://erasmusstayinschool.blogspot.ro/WIKISPACE. Created by Greece. Coordinated by Netherlands. https://stay-in-school.wikispaces.comETWINNING. Coordinator: NetherlandsCoordinator: NetherlandsIt lets communication among partners by means of forums, chats and video-conferences.https://twinspace.etwinning.net/12528 DRIVE: ACTIVITIES AND OUTPUTS. Coordinator: Spainhttps://drive.google.com/open?id=0B6cLB1AA5uwmTXcwRFEzTG9tXzgOUTPUTS AND ACTIVITIEShttps://sites.google.com/site/stayintheschool/1-my-school-my-future