The 2007 economic crisis that hit Europe in 2007, can turn into a cradle for cultural barriers and extremisms and a recruitment place, above all for disoriented young people. Young unemployment is amongst one of the main issues in Italy (29%) and Spain (34%), less in Romania (16%) and in Slovenia (9,7%), emerging European Countries. Italy is the Country with the lowest GDP growth rate (0,9%); Spain succeeded only in recent years to stabilise its growth (2,5%), Slovenia and Romania (4,5% and 7,3%) are experiencing quite high level of GDP growth rates, due to the start of less developed contexts’, on which the impact of the public policies turns out to be greater.At the same time, it is spread out a return to the production pre-industrial ways and the consumption. This process, that revolves around the idea of sustainable development, is having an important role within the agricultural sector and it promoted the renaissance of traditional productive strategies and the rediscovery of raw products that were disappearing. The proliferation of typical products of Slow Food Associations is an example of this process: it is possible to mention Matera’s bread in Basilicata (produced only with durum wheat semolina) and the Caciocavallo Podolico (a cheese that is produced with a high quality milk and with an old traditional technique of the ‘stretched cheese’).Leveraging on the cooperation between European Schools with the aim to allow the students to take part in training processes based on learning-by-doing is the Purpose of “BIO BREAD”, that aims at promoting a learning experience that may make students able to strengthen their sense of multiculturalism and their perception of diversity as a source of growth and innovation and to rediscover the value of agriculture as a community and survival practices that combines different populations.Through the cooperation with Solski Center Novo Mesto, Colegiul Agricolsi de Industrie Alimentara “Vasile Adamachi” and C.P.I.F.P. Hurtado de Mendoza, the coordinating School, Vocational Institute of the services for agriculture and rural development “G. Fortunato”, aims at involving 96 students from III and IV classes , coming from the study fields for Agriculture and Rural Development, Food and Wine and the Marketing of Agricultural Products, in a learning path that will allow them to rediscover the community value of the Agriculture , its importance in terms of economic subsistence and its being common practice between populations, beyond social, cultural and linguistic characteristics.The purpose is to allow to the students beneficiaries to develop entrepreneurial, multicultural and linguistic competences. Each school will start a path based on the traditional agriculture and on the re production of the whole process that goes from wheat to bread. At the same time, it will be centred around a strategy of marketing to be used, hypotetically for the bread that will be produced. 4 international Mobilities that will last for 4 days, will be expected( excluding travel days) in Italy, Romania, Spain and Slovenia. Each single mobility will involve 24 students, about 18 international students and 6 from the Hosting Schools. The Mobilities will be an Exchange of views and common learning on the traditional and biological agricultural and the strategies of marketing, from a multicultural point of view. Following outputs will be realized: An -amateur video that will film the main steps of the process and that will be used as training tool by the involved Schools;-a publication of a kit-tutorial about the recipe of traditional and biological bread;- a publication of a kit tutorial of the created marketing strategies;-the realization by each School, of a final event of bread’s tasting of the bread, where other students, families, other Schools, SlowFood Associations, economic and institutional stakeholders will take part.The project will have a strong and long-lasting impact on the involved students, allowing them to:-specialize in the process of wheat transformation to bread and in the creation of a marketing strategy ;-improve their linguistic competences ;-get the acquisition of a multicultural attitude, of openness and respect of cultural, ethnic, social and religious differences.On the involved schools, The project will also have following expected impacts: -the acquisition of specialized competences of planning and management of international learning programmes;-the improvement of didactic offer, towards the creation of learning programmes based on learning by doing;-the development of a detailed knowledge of e-Twinning, to be used as a tool of improvement and innovation; -a bigger knowledge of the local productive and economic reality related to agriculture.

The basis of the project was that according to schools’ curriculum analysis in all four schools children were learning entrepreneurship but in some schools this subject was part of curriculum (Austria, Germany, Romania) and in one of them children were learning it in a school club (Poland). All teachers involved in the project agreed that studentson learning connected with practice and after asking students they decided that that school companies would focus on local/regional food (Germany, Romania, Poland) and crafts (Austria-self-made products of metal or plastic, Poland-Kashubian pottery and embroidery, Romania-trinkets, masks, encrusted eggs). Most of the students had to choose their professional path at the end of the project so they were interested in labor market needs and local business. The main aim of the project was to start up a company in each school. 90 students (Austria-15, Germany-25, Poland-25, Romania-25) started four school businesses (one in each school) and ran it till the end of the project and after that. Students got practice and financial literacy. The same number of students created objects during the project and after that (Austria-products of metal and plastic, Germany-cooking book with recipes in different languages, Poland-ceramic pots, vases and tablecloths, Romania-trinkets, masks, encrusted eggs) and local /regional food (Poland and Romania). The products weren’t sold during the project. Students learnt how to estimate the cost of production, the profit margin and selling price etc. but accountancy was only virtual. The products will be sold after the end of the project (in September 2018) and the money will be used as start-up capital for continuation of running the companies after the end of the project. During the project 12 students (3 from each school) wrote articles for an e-book about process of starting school companies in each country ‘How to start a company’ introduction; short profiles of all students and teachers involved in the project; short description of our countries; short description of our regions; information about schools; information about our companies and its products, description of food or crafts. In May 2018, 25 e-books were printed by Romanian school and they were sent to other schools and local institutions as a way to disseminate the project results. During the project 12 students (3 from each school) made four presentations(one from each school) about the process of starting a company. During the project 12 students (3 from each school) made four presentations (one from each school) about the process of making products. Articles, presentation and films were uploaded on eTwinning platform and on project website. In June 2017 and in June 2018 12 students (3 from each school) prepared photo exhibitions about the progress of project and present it in a local cultural or educational centres or in a libraries. During the project 66 students who travelled to partner countries learnt about its lifestyle through food and crafts which were the main topics of the project but also by staying with the families and taking part in everyday life. At least 26 teachers broadened their knowledge about methodology of teaching entrepreneurship by comparing and contrasting their methods with those used by teachers in partner countries. During the project 90 students (13 - 18 years old) learnt how to start a company in their own and other countries and were able to compare and contrast this process in different countries They were open-minded and eager to learn new competences. They learnt English in everyday situations.

Green Alliance project has referred to the development of relevant and high-quality skills and competences in students and schools. The project aimed to exchange good practices in the field of education-related activities concentrated on active environmental involvement. We have supported students and families and work to counteract social exclusion, developing educational values of European Natural Cultural Heritage. The project has been implemented through the collaboration of five partner schools: Italy, Romania, Spain and Turkey, being the Polish school the coordinator. The objective of the project was to attract our students’ attention on environmental issues, to foster awareness of social, political and economic interdependence at local, regional, national and international / global levels. Throughout the project participants have had opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment. Environmental issues and project tasks have been implemented in the activities at schools and in cooperation with local authorities, other local schools and universities, and environmental associations and institutions. We have organised activities and workshops connected to environment as setting up school Green Clubs and Green Gardens, organizing logo competition and an ecological day and parade, collecting eco waste, presentations, designs, texts, articles, games, slogans, forums, art and acts. Special care and steps have been taken to include student in risk of social inclusion such as creating a mentoring programme of ambassadors as a joining encouragement towards inclusion for the refugee and population in risk of exclusion.We have taken part in lectures and practical activities at universities, visited Natural Heritage sites in each country, as well as recycling plants. Our students have learnt the EU legislation acts about environmental quality protection and actively have taken part in actions in their local communities and initiated work at their schools to be followed up in years to come. Project participants have benefited of the practice and improvement of the English language during the visits and collaborative work on ICT tools and through the use of the digital platform eTwinning. ICT training have been provided for students and teachers on new technologies and innovative practices. We have created permament products such as: school Green Gardens, Environmental Dictionary with photo definitions, Green Monopoly - a board game and its computer version, the Legend Book, Fauna and Flora Cards, Green Videos with territories and school Green Gardens, Photo Gallery of landscapes and project meetings, Air Pollution Sensor. All of them can be used as teaching materials for many years to come.All the developed materials have been issued in English and disseminated using the latest information technologies. Activities and products have been published on school Project Corners, leaflets, social media, eTwinning, school websites, photos, local newspapers and local TV channels. For dissemination of our results and products we have planned: an international website, a Facebook page, a green Youtube channel and updating newsletters for local and regional network contacts of each involved school. Participation in the project has had a great impact on its direct participants (students and teachers) as well as on people involved in some project tasks (parents, local residents) as they have developed and reinforced new patterns of environmentally sensitive behaviour and they have become aware of the problems of environment. In long term, partner countries will have memorial school Green Gardens and greener and cleaner environment, responsible individuals, a good friendship and they will work together for further partnerships. We are satisfied with the extent of our results as can be seen in evaluation survey results and analysis. 96% of our Project particpants declared that their environmental awareness has risen and particpants are now attracted towards being involved in activities concerning climate change, environment pollution measures, and the protection of the Natural Spaces of their territories.The expected effect will be the further cooperation between partner schools, which after cooperation within the eTwinning platform since February 2016, will maintain and consolidate a line of common work in their European schools implementing environmental awareness, Cultural Heritage together with social inclusion strategies as priorities of associates ‘schools as Educational Values and development.

Project Euritage refers to the social and educational value of the European cultural heritage as the source of our identification (Europe+heritage+identification=Euritage ID). The main aim of the project is an exchange of good practices in the field of activities connected with education, concentrating around European cultural and artistic heritage. We are planning to support the development of key skills and competences of both pupils and adults and counteract social isolation. The overriding aim of the project concerns two spheres – individual and social. On one hand – the participants will be discovering their regional heritage and identity, on the other hand by being in communication with representatives of faraway regions and their culture - they will learn the principles of tolerance and respect for people who are different. The step no three will be to find the similarities in all cultures to find the common – above regional – cultural heritage, of which part we all, Europeans, are. We are concerned about disappearance of local traditions and elements of folk customs, slowly being taken over by mass culture which , as we know, has strong impact on young people. Our aim is to rescue our regional heritage, at the same time to stress its diversity, which should be shared. It should enrich us and bring us closer. While working on the project each school will be responsible for one of five main topics: culinary art (starting with growing food plants to the final effect of preparing regional dishes), traditional crafts and artefacts, historical inheritance, regional music and dance, cultural landscape, including architecture.Having worked on these topics pupils will prepare educational materials in the form of five books written in English, using methods of sketch noting, scrapbooking or other artistic techniques. Pupils will also prepare, for the guests coming from partnering schools, workshops or educational paths/quests connected with the topic assigned to them. They will document their progress by filming and taking pictures (also podcasts and tutorials)and will prepare films propagating various regions.During those workshops knowledge delivered to students will go well beyond school curriculum and their key skills will improve. All tasks involving working on the project have been shared between schools according to everyone’s organisational conditions and competences of staff. During the course of the project we predict five short exchanges of pupils of which the main aim will be preparing workshops and organising theme trips/ quests.Meetings will last for 5 days, with 24 students and 8 teachers participating- quests from the partner schools and similar group of students who will represent hosting school.The project is directed to students aged 12-15 years old. We assume the project will last for two years but the results will be used in schools after the completing the project. In some actions the whole schools will be involved (fairs, some meetigs, lectures) this will be in favour of disseminating the ideas of the project and will allow to impact on a wider group than just people directly involved in it. Around 240 students will take part in workshops, and about 40 teachers which is about 25% of all people affected by the project. Among them there will be students with special educational needs and endangered with exclusion.The educational materials, created by students, such as booklets, tourist routs, will be used in schools well after the completion of project in the frame of regional and European education. Groups of experts (both teachers and students) will be passing on their experiences to the future generations of students within “older pupils teaching the younger ones”. All results of our work will be made public and available to be used by other schools and institutions interested in the topic.The conference crowning the whole project will be dedicated towards popularising the idea of the project and discussion over European and regional attitudes of members of the world of science (university students and lecturers). Our project will contribute towards greater interest in art, culture, history and languages of countries involved in our project. The predicted advantage of this programme is going to be consolidation and extension of cooperation between the partner schools and improving the quality of its work.