"Progressing phenomena leading to the formation of a global information society presents new challenges for education. In order to prepare young people to skillfully use the information they have, to adapt to life in a dynamically changing environment of the knowledge-based economy and open society, the school must develop new educational methods. These tasks have become particularly significant in environments affected by a deep restructuring process. It is in regions where there has been a significant change in the economic and social structure, characterized by progress in the field of computerization, intensification of mutual interaction of various entities, permeation of various resources, young people encounter considerable problems with orientation in their educational and professional development. In order to develop educational methods and tools appropriate for these challenges, we have implemented, together with partner schools, as part of a strategic partnership, the project entitled ""My Microregion in Macro- Europe. A Young European in Restructured Space."" The project focused on young people aged 14-19 coming from environments particularly affected by the phenomenon of systemic changes, in which there are many social problems such as unemployment, unequal opportunities, social exclusion, and spatial marginalization. The aim of the project was to develop modern teaching methods and innovative open educational tools. The aim of the educational package based on information technologies prepared during the project is to help students from restructured environments in a disadvantaged social and economic situation, choose their further education and a career path, by recognizing the needs of the labor market on a local and European scale, as well as acquisition of soft skills,language and ICT skills necessary in today's globalized world. A comparative approach to the issue, exchange of experience and good practices allowed to create a common European educational package, corresponding to the challenges of the modern labor market. The project, whose lasting effects are educational tools and methodologies of educating young people, will significantly improve the quality of education in both formal and informal terms, and will also allow entities using the developed solutions to adapt their methods and methodologies to the diverse educational needs of young people. The above objectives were achieved in the following areas: 1. Understanding the conditions of the local environment from the perspective of historical restructuring processes and contemporary conditions of the labor market. 2. Creating practical educational tools and exchanging good practices. The implementation of the project allowed to improve the quality of education in partner schools by exchanging experience and good practices of teachers from various countries and functioning in different educational systems. The result is a set of common European education methods to help better prepare young people for the challenges ahead, which in today's world of permeating economic systems, transnational corporations, multicultural societies, and enormous mobility of individuals is a key task. In addition, during the implementation of the project, great emphasis was placed on the independence and initiative of students, who in fact became the main contractors of the project and creators of educational tools that will be used to educate their younger colleagues. The project's extraordinary advantage was its interdisciplinary nature: a combination of knowledge and skills in the field of language as well as information, economic, sociological, geographical and historical and cultural sciences, which taught participants, students and teachers to be creative, encouraged them to be resourceful, active, flexible and open to changing conditions. The project also contributed to the creation of institutional and professional networks supporting continuous mutual learning."

"The partnership was founded on the collaboration of 5 partners from 4 European countries: Turkey, Poland,Portugal and Czech Republic.CONTEXT/BACKGROUND OF THE PROJECT: In education we as teachers always need to follow new approaches and methodologies for the sake of the improvement of students. In a classroom there are different types of students. Teachers are supposed to have effective teaching methods in order to spark students’ interests and to have them take part in the lesson. In order to raise students' interest, using media-based interactive teaching and learning methods are effective. Furthermore, through these digital methods we want to improve the acceptance and integration of digital media in schools. Innovative ideas will impact the teaching environment positively and enrich classroom learning. ""CORE"" project have an integrated approach in teaching Science and Technology combined with social and transversal skills. With international cooperation and different contents, learning environments and digital tools integration will get supported. Some research shows that a highly skilled workforce is needed and it is based on science and critical reasoning skills. Modernizing science and technology teaching is a “must” in schools to tackle today’s world and bridge the gap between labor market and qualified workers. Through this project the students have the chance of seeing how Science and Technology can offer solutions to problems in their society. This also broads their horizons, and increases tolerance towards other cultures. OBJECTIVES OF OUR PROJECT: - improving media-based interactive teaching methods; - enhancing teachers’ professional development; - highlightling the relationship between education and technology-driven labor market; - intensifying upbringing of enterprise skills and for career; - adopting innovative and collaborative practices; - building an interest and positive attitude towards science; - improving levels of different skills such as digital skills, and transversal skills; - promoting students with the knowledge, understanding and skills to use technology creatively and purposefully; - improving competence in foreign languages; - promoting an active Euporean citizenship and intercultural understanding, tolerance. NUMBER AND PROFILE OF PARTICIPANTS: We are five different secondary schools from Poland, Portugal, Czech Republic, and Turkey (two schools) that nearly have the same school level and common issues on the topic. The students, teachers, parents, and school staff of the partner schools will be the participants. DESCRIPTION OF ACTIVITIES: During the project, we have 5 LTTs planned. Short term exchanges of pupils will help group work, learning new cultures and traditions, showing respect to others, realizing the students’ potential. We will have the chance of exchanging good practices, sharing experiences, and improving innovative teaching. There will be after school wokshops for extra-curricular activities on digital citizenship and cyberbullying. Also, there will be seminars, conferences and trainings for teachers, students and parents. Students and their families will participate in competitions, meetings, celebrations and fairs. METHODOLOGY: at project meetings: presentations, observing lessons, surveys, discussing curriculum and education systems, workshops, implementing and evaluating progress. at student exchanges: presentations, visits to research centers/museums, debates, online discussions, role-plays, workshops, round tables, music, dances, art, sports, picnic, games, group work/pair work, videos, surveys, implementing and evaluating progress. RESULTS AND IMPACT: 1) impact on students: - raising students’ interest in Science and Tecnology subjects; - increasing students’ interest in Science and Technology careers; - preparing them for the challenges of labor market; - promoting communication skills in English by cooperating with peers from Europe. 2) on teachers: - improving the quality of Science and Technology teaching; - creating the international cooperation among teachers; - raising awareness on Erasmus+ Programmes; - improving communication skills in English. 3) on participating institutions: - creating awareness on the importance of education and science teaching; - having more open-minded, tolerant and academic staff and students; - developing synergies and cooperation between education and higher education, research centers and world of work; - promoting European citizenship. LONG TERM BENEFITS: - strengthening the European dimension in the school and community; - building a European network among partners - continual cooperation with local authorities for future projects."

The CIVIC (French for Innovative Cooperation towards Civic Interdisciplinarity) project is part of the horizontal priority of the Erasmus+ programme of development of basic and cross-disciplinary competences among students that aims at developping civic competences and European values. Its goal was to lessen lacks in the European educational systems concerning the acquisition of civic competences by offering a united approach with common references.The education to civic rights is the responsibility of the whole educational team, thus the project offered to integrate in different curriculae (communication, science, IT), civic education notions thanks to cross-disciplinary common activities as well as created inovative educational projects.CIVIC spanned over 2 years and gathered 8 senior high schools and about 380 students from 15 to 18 years of age : 280 students in Tours, 20 students in Felgueiras, Portugal, 20 in Ascoli Piceno, Italy, 20 in Modena, Italy, 10 in Romans sur Isère, France, 10 in Suceava, Romania, 10 in Jelenia Gora and in Warsaw, Poland. 2 or 3 ambassador-students per school and per mobility have produced intellectual cross-disciplinary works based on key competences in the French language.The first activity consisted in a workshop on the rules accepted by all to be part of a community. The target group studied their school rules and functioning. Then, the ambassadors wrote a set of Transnational Cooperation Rules and Regulations afterwards applied to the following mobilities and integrated in the partner's high schools rules. Finally the ambassadors directed a video advertisement illustrating the rules for being part of a community and submitted it to the Italian Ministry of Education. The second activity was devoted to the European identity by studying a local patrimony and its management. During each mobility, at least one patrimonial visit was organized. The third one favoured the knowledge of European civic values through the analysis of legal texts, the creation of a photographs exhibition on the failure to respect and a debate around the respect of these values in the world. The fourth one focused on the knowledge of the democratic functioning of the European institutions with the writing of a bill defending a civic value and the signature of a petition to support this bill, the visit of the European Parliament and of the European institutions district in Strasbourg. The fifth one was about adopting an eco-friendly behaviour by the creation of a common ecological footprint and of a code of 10 eco-friendly habits. The sixth one was devoted to the priciples of justice thanks to a questionnaire about discriminations, the comparison of national under-age justices and the writing of a leaflet about the European justice. The seventh one aimed at provoking a reflection on the principles of solidarity by promoting surveys with local charities and by highlighting the experience of volunteer students. The students from the target group acquired civic knowledge and competences, a wider autonomy in leading surveys with participants of the civil society and in the documentary researches that they learned to summarize thanks to IT tools. They boosted their creativity by producing diverse intellectual works and expanded their knowledge of the European culture through the patrimonial visits. Finally, they developped their reasoning and critical mind thanks to debates, for instance.The aim was to promote the involvement of the students in one or several areas of the society (political, voluntary, legal, cultural, environmental) so that they would become active members of their community, experts in the pursuit of the activities of the project and originators for new civic actions and for the respect of the European values and Human fundamental rights . On the long term, the civic competences developped by the students should increase their ability to find an employment and their capacity to evolve professionally. The intellectual work of the project, the book CIVIC, presents inovative work methods and contents , offering a new key competence (civic education), for the three different fields : language and communication, sciences and IT. The content of this book could be adapted to teaching methods such as EMILE (both language and scientific content) for bilingual or supplementary French classes.

Two German, one Polish and one Estonian school in the field of vocational training are setting out to integrate modern digital media into everyday school life. The observation and improvement of the living conditions of insects in a local eco-region serves as a concrete starting point. Over a period of almost two years, modern digital media will be introduced and changes in the eco-region will be observed.Modern tools for collaboration, project management and data processing will be introduced or their use will be deepened in the project schools which are participating. Pupils of the project schools as well as pupils of the local partner schools who attend different classes are taught how to use these media. Together with teachers from the partner schools, best-practice examples will be developed for all areas of their school activities (teaching, teacher-pupil communication, securing results, extra-curricular activities, etc.). The use itself will be evaluated. With the help of external partners such as NABU (Nature and Biodiversity Conservation Union) or environmental authorities, interesting insect populations and ecoregions are selected for observation. The populations or specific behaviour are then counted or recorded. The project schools plan and build the necessary technical aids themselves in project or regular lessons. They document the tools and help the local partner schools of year 3/4 or 9/10 using them. Thus there is not only a European project partnership across national borders, but also local partnerships with primary and lower secondary schools. This creates knowledge and an awareness for the responsibility for local biotopes. The comparison with corresponding results of European partner schools gives an idea of the fact that nature conservation cannot stop at national borders. The results and the commitment of the pupils are made known in their social environment through public relations work. They learn that the public rewards and supports responsible behaviour and that it is therefore worthwhile to work for the interests of nature.Through the cooperation between different school types and age groups, education and training opportunities are made better known locally. This might be a starting point for future collaborative projects and add sustainability to the project. Although we share many common values in Europe, getting to know people from other countries is a central concern of all student exchanges. Only those who have worked together with other pupils from Poland, Estonia or Germany are better able to avoid judging people solely on the basis of their origin. Visits on site awaken a feeling for the common European heritage. The project thus has a multidimensional, sustainable impact. All those involved in the Erasmus+ project will be developing a differentiated knowledge of some common lines of development from the 20th century to the present. The Polish-German relationship, including the Polish neighbour Estonia, will be strengthened in a pro-European way, as this project is a contribution to sustainable international understanding and rapprochement. Existing (pre-)judgements are replaced by differentiated knowledge and practical work with digital tools. In the long term, this Erasmus+ project aims at developing the disposition of each individual participant to stand up for fundamental rights, human dignity, ecological thinking and respect in Europe and worldwide, even under difficult conditions.

ContextWe are living in the digital era and the way people communicate has been altered enormously. Internet and mobile phones has changed our lives forever. Nonetheless, the way of teaching has not. Teachers tend to continue making use of the classical approach, master classes in which teachers deliver “the perfect” monologue followed by tons of homework for our beloved pupils. Hence, why not in this new digital world flip our classrooms and do things from another outlook?In this project we want to learn how to successfully implement the flipped classroom model in our schools. In a flipped classroom approach class time is released so that students' participation in active learning can be facilitated through questions, discussions and applied activities that encourage exploration, articulation and application of ideas. Additionally, a Flipped classroom is an integral approach that, when applied successfully, will support all phases of a learning cycle such as the Bloom’s taxonomy.Nowadays, it is extremely difficult for teachers that pupils keep their attention in class. Besides, it is extremely tough for teachers motivate their students for a successful learning. We are an association of six countries strongly committed to education eager to learn about this new educational approach. We would like to put into practice this new approach in our schools. We would like to contrast ideas, involved the whole educational community applying this standpoint to STEM disciplines, VET fields, adult education, special needs students, and the whole secondary curriculum indeed. Everything, with the aim of struggling against absenteeism, early dropout, conflictive relationships, educational failure, and the like. ObjectivesThe main goal of our project lies in achieving the enough knowledge, skills and abilities to implement successfully the new educational methodology of flipped classroom, all our efforts will be aimed in a first stage to learn about the new educational concept of flipped classroom methodology and in a second stage to implement this new methodology to our daily classes.As a second goal, we attempt to make this new methodology reaches the whole educational community being a turning point between the old and traditional teaching methods and the new methodology based on flipped classroom. Theses two main objectives have been conceived as a way to reduce the current rates of early school dropout and absenteeism, to enable success for all students and to offer quality education. Furthermore, we would like to apply flipped classroom methodology to special needs students.Eventually, we intend to change the old teaching styles not only in our particular schools, but become reference schools in all educational levels, primary, secondary, VET, high and adult education in the implementation of a flipped model.Number and profile of participantsOur project will involve teachers interested in the implementation of the flipped classroom model, students aged 14 to 19 years old, special needs students of each project partner school aged 16 to 21 years old, and other school staff, such as the headmaster, the assistant headmaster, the secretary, and other members of the local community, such as teachers of nearby project partner schools, the mayor, parent-teacher associations, and so on. Activities descriptionWe plan to have a first short-term joint staff training event of five days, where the participating teachers involved in the project will have the opportunity to learn about the new flipped classroom educational approach first-hand from a distinguished knowledgeable person on the matter. After that, we will have five Short-term exchanges of groups of pupils where students and teachers will put into practice and undergo several activities focused in a flipped classroom approach into an international frame.MethodologyOnce acquired the enough knowledge about this new educational concept of flipped classroom, the methodology to follow will focus on its implementation through activities, seminars and workshops worked out by students and teachers. Results and impactThe result of the project is to generate knowledge to implement new mechanisms to fight against school absenteeism and improving student motivation and performance including students with special needs.Potential longer term benefitsThe implementation of new methodologies such as the Flipped classroom must be an objective more than an assay in our schools. The expected outcomes of our project must encourage other schools to implement this new pedagogical model into theirs. The echoes of this project will stay for as long as our schools function or exist, and since many of our schools have several educational stages, it will contribute to change the way we teach at the levels of secondary, higher, adult and VET education.