Teachers in the partnership realised that a lot of students did not choose science subjects for their higher education because they were not motivated and were afraid of the difficulties in physics, chemistry, biology and maths. Most teenagers do not have real ideas about their future employabilities and they are too young to understand that their career depends on their studies. The main objective of our project was to make science subjects more popular with students and orientate them to apply to college or university where they will study maths, physics, biology and chemistry. As we can see in the job market, freshly graduated young people have a better chance to be employed with a degree in the scientific and technological field.We also hoped to attract more young people to follow in our footsteps and want to teach science subjects in the future. The project was implemented by secondary schools from five European countries. Szekszárdi Garay János Gimnázium in Hungary was the coordinator school. The school has a state of the art science laboratory, which makes it possible to carry out experiments in physics, biology and chemistry. The partner organisations were: 2nd Gymnasio Neas Ionias Attikis in Athens, a Middle School, which prepares students for Lyceum, a General High School. The teachers of the school cooperate for the creation of inter-scientific lessons and the application of new teaching methods concerning all the subjects of the curriculum. Fridhemsskolan in Arvidsjaur, a lower secondary school in Sweden prepares students for upper secondary school. Half the students have their own computer which they use in the lessons. The teachers use peer teaching method and have had several European teachers job shadowing there. It was their first experience in Erasmus+ project. IISS Leonardo Da Vinci, a secondary school in Cassano Delle Murge, Italy, prepares students for higher education in several fields. They introduced Cambridge Assessment International Education at their school. Students have the opportunity to learn biology, maths, chemistry and literature in English. Siauliu Lieporiu Gymnasium in Siauliai, Lithuania, prepares students for higher education as well in well-equipped classrooms. The staff are committed to inclusive education and their work is helped by developmental pedagogues. They have special Arts and Science programmes which are integrated into Biology, Physics, Chemistry and Technology lessons.Main activities:1) After the formation of the project teams at the partner schools and distributing tasks, we included the experiments and students’ project work in the curricula. We collected data about the students' academic results from the previous year and made a survey on the students' future plans for their future career. 2) We had a kick-off meeting in Lithuania where we discussed the project timetable and details of short-term mobilities on 28th October.3) Science teachers were continuously carrying out experiments in chemistry, biology and physics, from which videos were made. 4) We made a flipbook of a picture dictionary in six languages with the words and pictures of the laboratory equipment. 5) The students did their own project work in connection with the experiments and other scientific topics. 6) Students with learning difficulties were provided extra lessons regularly, but unfortunately very few took the opportunity. 7) We attended science festivals and organised dissemination days in our schools where teachers and students from the local schools and some from the neighbourhood settlements also attended. We informed the media about our Erasmus+ project and several articles were published and films were shown in the local TV.Results and impactThere are 100 videos available to watch on Youtube made by the schools in the partnership, a flipbook with a picture dictionary, resource bank for the experiments in pdf format and students presentations in PPT. The results of the project are also available on TwinSpace, where the videos, project works and pictures can be seen under the project title: Getting Science Closer to Students.As for the impact of the project, we could see that there was more as more interest in the Erasmus+ activities from the students and colleagues as well. Analysing the applications to higher education, there is a slight increase in the scientific field, though we cannot prove that it is just the result of this project. We can also realise that more students are interested in science than before. Participating in the Erasmus+ also attract more students to apply to our schools.

A sharp decline in the time spent by our students reading works of literary quality has become noticeable in different studies throughout Europe. Nowadays, young people prefer to spend a large part of their time interacting with their peers using social networks and modern technological devices like mobile phones or tablets. This is a sign of our times which has come to stay, and because of that our focus shouldn't be on stopping them from doing so. We'd rather make use of those same gadgets to foster our students' creativity using them while communicating with students with similar interests but from different backgrounds. However, even if we try to incorporate those devices, we will also get our students in touch with quality reading material to improve their linguistic skills while distracting them from the use of their mobiles at the same time. In this way, our students will also get to know the European cultural legacy, comparing the differences and similarities between the different countries. A purpose we have in mind is to develop our students' ICT proficiency by using other platforms like etwinning, youtube, blogs, etc. By means of these tools, our students will have the chance to communicate with students from other countries using English as their language of interaction, but it will also be possible for them to communicate using other languages like French, Portuguese or Spanish, languages which they are studying as a second language at their schools. And this will be so because they will be visiting countries where these languages are the native ones. One of our aims will be to provide our students with access to literary writers and works from different backgrounds and countries, so as to enrich their cultural perspective and knowledge, with a European scope. This knowledge will take place visiting places related to specific writers and literary works, or performing activities together with students from other countries, and thanks to this interaction and cultural exchanges, our students' maturity process will develop. Another important target will be to foster our students' creativity, by asking them to do activities in which they will have to produce a literary-related outcome, either by themselves or with the collaboration of other partners. For instance, they will be asked to:-write a short story about a contemporary topic-draw the front cover of a book-make different presentations: of their town, school, school's library, a bookshop-create a bookmark, or a mascot and a logo for the project-start an international reading club-write a diary pretending to be a famous writer-recommend favourite books for other partners to read-make a personal interpretation of a current event-perform a theatre sketch

In today's society, the learning and mastery of a foreign language is recognized as a necessary and indispensable skill for the new generations that will undoubtedly have to develop in social and professional environments in which to have linguistic competences in more than one modern language. In particular, to master a language of international recognition will be decisive in their lives. Although there are many efforts by public administrations, schools and families to achieve this goal, there is often a certain lack of coordination between the different stakeholders involved. The BiMo project delves into the situation and the needs of the main stakeholders involved in bilingual programmes. One of the groups that undoubtedly plays a prominent role in this issue of learning a foreign language and which, however, is often left out of the decision-making organizational circles and also of the academic research that is carried out on the achievements of bilingual education programmes, are families of children enrolled in public and private schools with bilingual programmes. Families must constantly make decisions regarding the education of their children (at what age to start learning a second language, how to do it, what educational center to choose, etc.) and in the vast majority of cases it is not an informed decision as parents do not know in advance what it really means to join a bilingual education programme. This situation is particularly serious in the case of societies with a monolingual tradition in which parents, because they do not have prolonged contact with situations of bilingualism in any of its aspects, are liable to make uninformed decisions about the education of their children based on mere impressions and partial information from the social environment. The objective of the BiMo project is, with the help of secondary school headmasters and teachers, to deepen the views, impressions and needs of the parents in monolingual societies with implemented bilingual education programmes, and to establish synergies from societies with greater experience in everyday bilingualism and bilingual education programmes in a foreign language. Thus, it is expected to set in motion several lines of action that allow the transfer of information and sharing of experiences between typically bilingual social contexts (in Lithuania and Romania) in an international and/or foreign language towards typically monolingual social contexts (in Spain and Italy). The general assumption is that families and teachers living in societies with a bilingual/multilingual social context, like that of the Lithuanian school due to its Russian language background, and the Romania with a multilingual context, will show a more engaged understanding of bilingualism and bilingual education as compared to families and teachers in typically monolingual contexts (Spain and Italy), where they are starting to question the effectiveness of CLIL bilingual programmes. The information gathered through this project will contribute to the development of necessary competencies so that the secondary school management teams, bilingual programme coordinators, and teachers in bilingual seconday schools following a CLIL-based model can inform and help families before they enroll their children in bilingual schools and once they have been enrolled. BiMo will look into and find solutions for the current situation in monolingual contexts in places like Spain and Italy, where teachers and families are starting to question the positive effects of CLIL programs for the cognitive development of youngsters and their capacities in their first language.BiMo is expected to bring positive and long-lasting effects on the participating organisations, on the policy and educational systems of the countries of the partner institutions as well as on the organisations and persons directly or indirectly involved in the organised activities. BiMo will result in the development and implementation of innovative practices on bilingual schools systems at local, regional, national and European levels thanks to the participation of institutions from different parts of Europe and the attendance of local, regional and national stakeholders to the multiplying events. The specific objetives of BiMo are:1.To design, validate and administer questionnaires and interviews to families and other stakeholders in schools with a multilingual/bilingual contexts to gather information on their expertise and experience on bilingualism.2.To design 3 MOOCs addressed to headmasters, CLIL teachers and families.3.To elaborate a Policy Recommendation Book targeted mainly at policy makers.4.To gather a collection of best practice sources in bilingual education to help stakeholders in secondary schools in monolingual contexts.

The promotion of inclusive education and lifelong learning for students and learners with disabilities is one of the priority areas set up by the European Disability Strategy 2010-2020. Moreover, in the Bruges Communiqué the EC suggests to increase the possibilities for disadvantaged learners in VET by offering alternative pathways, innovative VET training formats, more Work-Based Learning (WBL) in the main forms present at EU level. Further, The European Agency for the Development of Special Needs Education has published a study on the competences of an inclusive teaching in 2012, where 4 main competences are requested: valuing learner diversity; supporting all learners; working with others and continuing professional development. These are competences required and which are by far not reflected in the VET training programmes. Students with learning disabilities (LD) need, therefore, to have a personal plan of study which includes WBL experience and tailored on them and the enterprises, on the other hand, need to be trained to support the envisaged target group.The project objectives represented a reply to the above mentioned problems as it was inspired by the following factors: - Train teachers and staff working with the target group to make WBL or internship experience more fruitful and aimed to future job insertion even in an European context; - Develop flexible pathways which connect the VET formal school curriculum to WBL for students with learning disabilities; - Foster the implementation of ECVET principles and tools and develop an innovative approach to Mobility in order to facilitate the access for students with learning disabilities; - Support enterprise mentors and staff during the WBL/internship experience of students with learning disabilities.The main project results were:O1-INCLUVET Didactical Guidelines for training VET staff working with students with disabilities: they are a compact presentation of how didactical processes should be organised and implemented when dealing with students with disabilities/special needs; how to support them during the WBL/internship experience even at EU level in Mobility programmes; Three methodological stages were foreseen: 1) Preparation 2) Implementation 3) finalisation.O2-INCLUVET Training Curriculum for VET Staff: it includes a theoretical part and the supply of concrete competences to the target group when dealing with students with LD. It is an exhaustive training model elaborated at EU level in order to have a much more exhaustive approach to the WBL thematic and increase the participation of students with LD to Mobility projects. Supported Employment that is one of the key assets of the non-exclusionary policy pursued by the EU has been considered. 1) Preparation 2) Implementation 3) finalisation.O3-INCLUVET in-company Mentors Vademecum. It is a very practical tool to be distributed to Mentors in order to support students with LD during their WBL experience. Supported Employment has been also included. 1) Preparation 2) Implementation 3) finalisation.O4-Mobility Vademecum for accompanying persons of students with learning disabilities. It is a practical tool to support the accompanying persons, usually teachers not expert in disabilities, and even the EU Enterprises during the mobility and how to implement and develop LOs acquired in a EU context and how to evaluate the students. 1) Preparation 2) Implementation 3) finalisationThese Intellectual Outputs were connected with Multiplier Events, in order to reach the widest range of target groups and stakeholders possible. In addition to these 4 core intellectual outputs the INCLUVET project developed a number of further outputs necessary to achieve the set objectives: website and Dissemination materials; Dissemination Strategy; Quality Management Handbook; Learning/Training Teaching Activities.INCLUVET achieved an extended impact on: - Direct participants in the project: INCLUVET provided concrete competences for the targets on how to deal with students with learning disabilities during WBL experiences; how to evaluate students during their in-company training; how to foster company motivation to deal with WBL paths for the envisaged target group; - Partner Organizations: with the project they received an innovative approach for planning and managing flexible WBL experiences both at NA and EU level for the envisaged target with learning disabilities; - Other stakeholders: they are labour market authorities, political decision makers and policy makers on regional, NA and EU level; target group associations/cooperatives for disabled persons; they received an innovative tool to use in their dayly work with disabled people.On a long-term perspective, the benefits of the project will be on a systemic level with an increased quality of the VET system (renforced and updated skills of VET staff) which fosters the social and labour inclusion of students with learning disabilities.

"The project has promoted the development of a multicultural, open, competent, creative society which is characterised by social inclusion, substantial equality and the harmonious development of a modern society.The project has involved 2 countries, Italy and Austria, together with 2 High schools, both having many years of experience in Media Literacy and a high level of competence with reference to the activities of the project. 55 students and 14 teachers have been involved in the project, all taking part in three international exchanges, one in Austria (20 students) and the remaining two in Italy (20 students + 5). A further virtual exchange took place in May-June 2021 to replace the one during the Timeline Festival in May 2020, due to the pandemic. Since the statistics (Source: ISTAT) confirm, that access to art and places of art (e.g. Museums) is directly proportional to educational levels and socio-economic conditions: 62,8% graduates - 38.6% GCSE level (Italian Final State Exam) - Elementary school / no qualifications 15.1%, it was important to study deeply what the prerogatives of the places of culture and art are, and what they mean in a socio-cultural context that changes every day. Moreover, it was fundamental to explain and underline how they can support the social conditions of inclusion / exclusion. The project has stimulated the development of the key competences of Lisbon 2006, in particular: - social and artistic skills - digital and technological skills - foreign language and mother tongue skillsIn addition, it has developed citizenship skills, thanks to the awareness of the territory in which we live: knowing the territory and understanding it allows us to contribute to enhance its value.The objectives of the project have been: 1 – getting the disadvantaged groups to know the European artistic and cultural heritage. Key Competence of Citizenship: Awareness and Cultural Expression. 2 - increasing accessibility to places of art overcoming social, linguistic and cognitive barriers. 3- Increasing linguistic competence also through the use of innovative digital tools. 4- Key competences of citizenship: competence in foreign languages, and digital skills, in addition to the most significant competence: “learning to learn”, which involves the ability to collect, analyse and organize information. 5 - fostering intercultural dialogue and inclusion: migrant students and disadvantaged social groups have been involved in the project. The non-tangible results have been mainly the improvement of the basic skills of Lisbon and those related to the soft skills of each individual. The tangible results have been: - creation of the project logo - videos - geocaching app usage - tour guides - video interviews - statistical analysis - docu-video about storical-social problems - using the ""found footage"" film technique (video title: 8391) - collage with reference to the pandemic - use of APPs that implement virtual and augmented reality. - videos and guidelines for the debate- video lessons about the culture of the two countries- video lessons with a German mother tongue girlCommunication was based on a ""collaborative working"" method through digital tools (internet, Google Apps, Drive, WhatsApp, tablet).The activities have taken into account the skills of the partners (audio-visual production and creation of docu-videos); statistical surveys, both through traditional and digital tools. The methodology used in all the activities, both those carried out in schools, and those during exchanges, also online, has been that of: - construction of learning units a) in real contexts b) CLIL c) production of concrete and multimedia products d) debate methodology (www.wedebate.org) After the bilateral project, considering also the good cooperation between the two schools involved, our idea is to go on collaborating with our partner."