People’s freedom of movement and settlement is one of the fundamental freedoms and principles of the EU. Since ancient times Europe has faced the constant movement of people leaving their countries for various reasons (war, natural disasters, poverty). In recent years due to the situation in the Middle East this phenomenon has become so intense that it has become a problem for the refugees / immigrants themselves as well as the hosting countries. To deal with the problem requires an extensive cooperation between countries but also between voluntary NGO Research has shown that early school leaving is greater for students coming from immigrant/refugee families.Our work aimed to break prejudice among local populations and refugees / immigrants so that their integration into the local communities will become smoother and effective.The smooth integration of immigrants/refugees in local communities will reduce delinquency, early school leaving and unemployment among young people whose parents are refugees / immigrants.Number and profile of participants:The project is expected to actively involve over 2000 people, students, parents, teachers, members of voluntary NGO and local officials.Students: 20 from each school will be involved in 4 mobilities(Total: 160) . Moreover students, 150-1000(depending on the size of the school) from each school, will take part in all project activities. Profile: Students irrespective of their academic achievements, family background or financial status. Teachers: 12-15 teachers from each school will be involved in 8 mobilities(96-120). Moreover teachers, 50-100(depending on the size of the school) from each school, will take part in all project activities. Additionally about 200 teachers and 100 school administrators from each participating town will take part in dissemination activities .Profile: Teachers, Vice-principles, Principles from all departments.Parents at least 200 from each school will be involved in the project's activities.NGO: at least 20 from each country will be involved in the project's activities.Local Authorities: 10-20 from each town.Activities used in the course of the project1. Contact surveys and analysis of the results 2. Seminars3. Participation in search and rescue teams for refugees4. Visits to refugee camps and settlements to provide assistance.5. Organization of cultural / charity events6. Historical studies7. Transnational meetings8. Teaching in the classroom by teachers of all nationalities participating in the program9. Creation of Power Point Presentations10. Work Groups11 Workshops12 Dissemination activities.Methodology used:Social research/field research, Surveys, Meta-AnalysisTeaching methodology: Work groups, Seminars, Laboratory work, Experiential LearningBrief description of the expected results and impact1. Reduction of prejudice between locals and migrants / refugees2. Smoother integration of immigrants / refugees into local communities3. Reduction of school delinquency, bullying and school failure4. Reduction of early school leaving among migrant / refugee children.5. Reduction of unemployment of young people from immigrant families6. A large number of students and teachers will increase their skills in communication, modern technologies and languages7. Students will learn to cope with difficult situations, will enhance their autonomy, become more creative and innovative and will gain leadership skills8. The acquisition of the above skills will help our students in their future academic and professional careers.9. The teachers will become better educators, more efficient and more open to new ideas10. The schools will create a better learning environment and therefore achieve better results.Potential long-term benefits of the project.1. It will strengthen the citizenship values of the EU and the democratic ideals to of the citizens of local communities2. The role of voluntary NGO will be more appreciated and strengthened with new members3. The teachers will become better educators, more efficient and more open to new ideas4. The schools will create a better learning environment and therefore achieve better results.

In Europe you can see a variety of different geographical conditions such as mountains, volcanos, national parks and waters. In our project “We are where we live?!“ we found out that these locational factors have an impact on our identities, our lives and our personalities. Our students experienced opportunities to travel and to learn more about foreign languages and cultures. The motives to start this project had been to overcome financial barriers on part of the students as well as to get them out of their personal comfort zones – which we successfully achieved. We inspired our students for new things in life. We strengthened their belief in a united European Union by making the European cultural heritage visible and tangible. Moreover, we increased tolerance for heterogeneity. With the help of this project we were able to stimulate the students to critically think about themselves, their surroundings and about Europe and strengthen their intercultural competences. They holistically increased their language skills, as well as their skills to work in teams – which was successfully measured in their performance at school. In addition, the project work increased their independency. In the interests of young people, we used a high percentage of digital media in order to strengthen their competence in this field. We worked with a 3D-printer and we learnt how to develop a mobile app, different videos or websites, for example. Four European schools have been involved in the project. Each of these partners offers a different geographical factor: Spain (Colmenar Viejo) with its National Park Cuenca Alta del Manzanares, Italy (Sicily, Mascalucia) located at the foot of the volcano Etna, Slovakia (Košice) in the Tatras mountains and Germany (Hamburg) surrounded by many different waters. Each school put together a group of 18 students between the ages of 14-18 years. This was carried out according to a number of certain criteria which applied to every school. These groups were supervised by its main responsible teachers. Other professionals and external partners such as a psychologist or IT-experts supported the project. The host families, in which the students had been accommodated during their travels, also contribute to the success of this project. The activities had been divided into two parts: On the one hand there had been the activities during the exchange meetings and on the other hand there had been the activities at home. The latter served as an introduction to the main topic of the project, the scientific examination of the notion of identity, the preparation and execution of surveys and the preparation and wrap up of the travels. The activities during the exchange meetings served to explore the geographical location factors, to participate in digital workshops and enabled the establishment of personal contacts. With regard to the methodological and didactic approach, the procedure at the different partner schools was as uniform as possible. In terms of contents, these had been adapted to the respective focus and selected to fit into the methodological-didactic guideline. Throughout the project, action-oriented learning was used to promote the students' motivation and to arouse interest for new things. Further emphasis was placed on discovering new things and on holistic learning as well as on the application of cooperative forms of learning. The expected results are of both an intangible and tangible nature: the students learnt to work both independently and in a team. They open up to new things and made contact. Through holistic learning, they used all their senses. Furthermore, their language skills improved. They expanded their know-how about geographical conditions, the culture and the people in the participating countries. Thanks to many digital workshops, they also expanded their digital competence successfully. During the project, a padlet and some websites had been created to record written contributions, photos and short videos. The survey and other work results were shared and published via Twin Space. During our workshops we produced a 3D print, an interactive poster, a drawing animation and several websites and interactive padlets. The project has a high potential for long-term benefits, as the students and the teachers involved serve as multipliers in their schools now: they disseminate the applied methods and pass on the experience and know-how. This arouses interest and increases motivation on the students’ and the teachers’ sides. Possible prejudices will be reduced, cooperation and contacts will be established. The schools continue staying in contact even though the project has already ended. Furthermore, partner schools are interested in new Erasmus+ projects.The digitization of schools was driven by the knowledge of new digital opportunities and the purchase of tablets. Furthermore, aspects of the project had been integrated into the school program. Among other things, the European Day of Languages is firmly anchored in language classes.Even though Covid-19 did not allow us to do our last mobility to Hamburg, we still can confirm that this project was a success for all partner schools. All schools benefitted from this project.

"Since 1998 (international year of the oceans) that oceans have become to be understood as a heritage for the future. And the most productive ecosystems on Earth are the coastal ones, because they provide us with essential services such as, water filtration, nursery grounds for fish, protection from storms, disaster risk reduction and another integral service - sequestering and storing ""blue"" carbon (CO2) from the atmosphere and oceans. Despites their benefits and services, coastal blue carbon ecosystems are some of the most threatened ecosystem on earth, with an estimated 340 000 to 980 000 ha being destroyed each year (numbers from “The blue carbon initiative”- UNESCO). The area of sea under the control of EU Member States is the world's largest maritime territory, it is imperative to raise awareness for the rapid degradation of coastal ecosystems caused by human impacts (urbanization, industry, sewers, fishing, agriculture, tourism and all kinds of pollution).A strategic partnership of citizen science research/action focuses on coastal ecosystems that are threatened by human presence is proposed by 6 schools implemented in communities in or near coastal areas, localised at natural reserves. Geographically each one is located at the coast of Mediterranic, Black, Ionian and Baltic seas and Atlantic ocean. The project coordination is made by an interdisciplinary team of teachers from different areas like science, geography, language or others, and experienced in Erasmus or other European Projects. The target students will be from secondary stage aged 16-19 mainly from general and VET science courses.Our compromise will enhancing a shared view on the European coastal areas through the following parameters: selecting certain biological and chemical indicators, such as the amount of blue carbon and the environmental quality of water in different coastal areas of Europe, building a database with the values collected in order to allow an effective European monitorization, comparing analyzing not only the evolution of the human impacts but also the effects of the measures taken to preserve coastal ecosystems. Being future European citizens, from different geographical areas, involved in analyzing and comparing the data collected and assessing the different levels of human impact not only will raise the scientific knowledge of what can be done in order to improve quality of life but also will lead to deeper involvement and care about preserving and contributing to a balanced ecosystem in coastal areas in this part of the world.There will be training activities for students and teachers about blue carbon and coastal ecosystems. Furthermore, science Lab activities and group activities will be developed to apply the knowledge acquired. Will be also developed thematic workshops, field trips, visits to universities departements, researches and results presentations, mapping activities, cultural peddy-paper, local excursions. Each school will be represented by 2 teachers and 4 students in each mobility. The theme of the project is current and promotes the importance and motivation of students in the learning process of STEM subjects. It will be an interactive way to teach students to make charts, data analysis, data presentation, research, drawing conclusions. Also, environmental education is the best way to offer equal chances for all students, even those with special needs or from all sorts of backgrounds and learning abilities.It is imperative to raise awareness for the rapid degradation of coastal ecosystems, starting from the younger student population to the older habitant of the community."

HOME (Human Out-Migration in Europe) is a project which aims at bringing to light various aspects that generated vast human movements across Europe over a 100-year period - from after WW1 to the present day. These aspects will cover the major causes, organization, assistance, employment and minor migrants of out-migration. Human migrations have been the base of the ever-evolving Europe as we know it. With migration comes the unknown and the unfamiliar. Whether it be on cultural, linguistic, religious or societal levels. Human diversities have forever been brought together within the various European countries, but they all have one common root: the fact that, at one moment, the decision or obligation to leave a birth place was taken. Each European generation is ADNned with an unexpected diversity of origins and is very often oblivious to this fact. It is for this reason that our project has been created: to let students realize, through their own research and findings, through sharing and learning from each other, that they may each be a true living proof of the out-migration which has created so many rich differences in each of us.Six schools will take part in this project : The French Organisme de gestion privée Lycée Bahuet from Brive la Gaillarde, the Cypriot LYKEIO POLEMIDION from Limassol, The Italian IISS C. Marchesi from Mascalucia Catania, the spanish IES TORRELLANO from Elche, the hungarian KOZGAZDASAGI POLITECHNIKUM ALTERNATIV GIMNAZIUM from Budapest, the German Gymnasium Am Stadtgarten from Saarlouis.In each schools, mobilities will concern 20-25 students, aged 15-18, some of them with fewer opportunities and 2-3 teachers of English, arts, history, geography, etc.During the project there will be activities to help the students understand, visualize, experiment and hear about out-migration. Framed around a set of 6 themes covering out-migration movements, participants will learn by doing or between peer. Moreover, when they will visit refugees camp, center for asylum seekers, students will talk and share with migrants. Through educational visits to local/regional sites and associations, participants will experience and interchange on migratory activities. These meetings will not only help students realize the diversity and richness that can spring from exodus, but will also help them question how human movement has evolved throughout time. The project is aimed at raising awareness of the importance of accepting others, of realizing that each person has a story and history. It will prove that we must develop empathy and understanding towards each other if we want our World to survive in Harmony and Peace for the generations to come. The exchanges and eye-opening activities and visits will help the construction of a solid human understanding towards others.

"Research data shows that increasing economic activities in developing countries result in more energy and consumption demand, which generally lead to environmental degradation. Thinking about the future and young people that will be the next leaders and change agents, it`s crucial to develop activities that are promoting sustainable life style to protect the environment. In the context of contemporary education, i`ts crucial to involve eco-entrepreneurial consciousness in school`s curriculum. In the project ""Green entrepreneurs for better world"" project partner schools want to connect environmental awareness and green entrepreneurship.Project methodology will be based in the concept of International Student Mini companies - do-learn formulas in which the students learn to explore their personal capabilities on the basis of an implemented program. Students during 2 school years try to be an entrepreneur and set up their own miniature company. VPKG participated in Strategic Partnership project ""EU-preneurs"" where International Student Mini companies was the working model, that showed effective and successful results, high rated and appreciated by involved participants. VPKG with partner schools (that were not engaged in project ""EU - preneurs"", except VPKG which will be coordinator school and leads the adaptation process), decided to continue the idea of the project - ""EU-preneurs"" in the project ""Green entrepreneurs for better world"" by adapting implemented methodology and adding new dimension of environmental awareness.The main objectives of the project are:- to raise environmental awareness among the students in order to promote nature friendly and sustainable attitudes and competencies; - to develop knowledge and skills related with green entrepreneurship, based on circular economy principles.Project participants will be in the age from 15 - 18 (4 students from each country). Students during the project will be divided in 4 groups (international mini companies).The groups will be internationally mixed, 4 students in each and in each group 1 student from each participating country.At the start of the project is planned one joint staff training event for teachers, during which, teachers will develop their understanding, knowledge and competencies on International Students Mini companies concept and how to implement and use it in action. VPKG will share the methodology and good practice on promoting entrepreneurship among the students, based on the good experience got in the project ""EU-preneurs"". First learning-training session will contribute in developing environmental awareness that will be promoted gradually. The motivation and willingness for students to produce ecologically sustainable ideas, comes when they develop environmental awareness to act nature friendly. During the second learning-training activity the emphasis will be on business plan, marketing, market research in close relation with circular economy principles. In the third learning session students will develop knowledge and skills on advertisement making. The focus of fourth - last learning-training session will be oriented on evaluating and integrating the results of the project activities. Two main project themes - environmental awareness and green entrepreneurship will be interrelated, connected and integrated through all the activities of the project.The main expected results are increase of students' interest in green entrepreneurship and their better ability to apply their knowledge to real-life situations and being equipped for successful and active participation in society. It is planned to integrate the aspects of methodological approach to green entrepreneurship in the curriculum of the partner schools.After the project’s end, schools intend to continue to meet the needs of target groups and to stimulate their active participation, trying to secure further adequate resources and future support for continuation. The contacts made with relevant organisation throughout the project will be used to create a larger network with more schools/educational institutions who will be able to benefit from this project and the experience gained by participants.Students and also teachers that were involved in the project will be more open to new opportunities and options in their future lives. They will be more confident in themselves. The contacts participants got during the participation in the project will stay with them. Partner schools will have reliable partners for the next projects they will have.In addition, the contacts made throughout the project will be used to create a larger network with more schools/educational institutions who will be able to benefit from this project and the experience gained by participants. It`s planned to inform and disseminate the project results in the local Education Boards in each of the participating country."