"Promoting a culture of entrepreneurship and innovation among young people in school education and helping to bringd a new generation of entrepreneurs in Europe was a key element in our motivation to participate in this strategic partnership between schools from Bulgaria, Belgium, Italy, Norway and Romania. The behavioural change of European society towards entrepreneurship goes through good practices and exisiting cases of success. To this end, we, the YELL partners (an acronym meaning ""Young Entrepreneurs on European Learning Level""), focused on activities based on learning through direct experience: how our students manage their student companies; teacher training; the strong participation of business and the local community in the form of business visits, the presence of mentors and consultants. We can summarize the project objectives with the following sentences:- Strengthening entrepreneurship education, through the European level for the exchange of experience of the best existing teaching practices in the partner schools;- Building entrepreneurial attitudes, skills and knowledge that allow the student to 'turn ideas into action';- Increasing the opportunities for success in the future educational and career paths of students (to study higher education; development of active citizenship; suitability for employment and creation of new business, including social entrepreneurship);- Learning to work in a team, solidarity and inclusion of disadvantaged students;- Improving personal digital and language competencies. YELL project activities are covered by 4 different subtopics:A) More effective teaching - through collaboration between teachers and professionals to exchange inspiring practices and discuss best ways to prepare and implement entrepreneurial projects and methods in the classroom. So, within the project, various activities were carried out, the teachers participated in round tables and trainings: 'Challenging teachers to teach better'; 'Student companies as training for students with disabilities'; 'What skills make a successful entrepreneur?'; 'Entrepreneurship and STEM'; 'Entrepreneurship training in an online environment'. B) The creation of partnerships - was a necessary condition in YELL's strategy because entrepreneurship education aims to make a connection with real life, and also because of the paramount importance it attaches to experiential learning. Many partners were involved in this area: Binario 5 coworking for innovative ideas and start-ups; participation in 'Lavora con noi' ('Work with us'), a joint forum with companies, universities and local authorities; meeting with social entrepreneur; lecturers from Kristiania University College; Dobrich Regional Information Centre; women entrepreneurs, young entrepreneurs in agriculture; meetings with innovative entrepreneurs, small companies, agencies and businesses: Agoria Solar Team;Statik; Fablab; visits to large businesses such as AB Inbev. C) Joint activities of the student companies and establishment of an international mini-company and its demo platform for simulation - during all short-term exchanges students from the host school presented their business ideas and products that they had developed and promoted in their mini-companies; Junior Achievement mentors conducted Brainstorming and idea development - Establishing YELL student company; students participated in the debate 'The mini-company - a bridge between school and real life'; workshop: 'I, the future entrepreneur and employee'; wrote a guide 'How to run an International Student Company. D) Other activities directly related to the topic:Brochures and presentations in support of entrepreneurship education, researches; tips, puzzles & motivational slogans for young entrepreneurs; dictionary of the entrepreneur with general terms and vocabulary; organizing 'Entrepreneurship Week'; arranging exhibitions and participating in fairs at national level. At the end of the project was created YELL INTERNATIONAL STUDENT COMPANY, whose product 'Flowganiser' - combines different accessories produced by the mini-companies in each country. The developed virtual platform https:/flowganiser.wordpress.com/ is a final educational project product, with high value, which allows to create simulation companies at European level, which can import and export typical products from the respective region; Another final result was the competition between the mini-companies 'Young Entrepreneur in Virtual Space' held virtually during the last meeting.All activities can be downloaded at https://twinspace.etwinning.net/64835/home (guest access: username: etwinning.yell - password: Yellproject21).Impact and sustainability are achieved by including the project products in the entrepreneurship curriculum, maintaining information and materials available on eTwinning and the simulation demo; by disseminating the results of conferences, workshops, articles and newsletters."

"MAIN GOAL: To build a common cultural and scientific project by producing, in a transnational setting some films and, as a final product, a science fiction short movie and by reflecting on the relationship between Animals and Human Beings in European culture yesterday, today and tomorrow. We'll start from the myth of Noah's Ark and the current debates on the protection of biodiversity.HOW TO DO IT ? Thanks to field surveys, remote exchanges and meetings, students from four secondary schools can work together to produce works of scientific, philosophical and cultural interest.EXPECTED RESULTS: Valorizing all students and empowering them through a peer-to-peer learning strategy, implementing a more rewarding and objective learning assessment for learners, and teachers, developing the computer skills of students and staff, and their familiarity with IST, and strengthening the key competences identified by the European Union.OPERATIONAL OBJECTIVES: Conducting geographic, historical, biological and scientific field surveys on wildlife, human activities related to it or traditions concerning it ; Production of videos as reports ; Multilateral Meetings ; Writing and making films by editing ""rushes""Study of the myth of the Noah's Ark, its precursors and its rewritingsStudy of the unity of lifeComparative Studies of Agricultural Practices, Reserves and ZoosInquiries and debate on empathy and sensitivity, dietCross ReadingPreparation of a DVD to account for the final product and to disseminate a method / instead of this disk: we prefer let the contents online in a dedicated website http://erasmusplusanimals.franceserv.eu/ in order to repect a good practice (relevant to a sustainable development) but people can ask us for a DVD if they preferTHREAD: - A methodology based on video tools (no partner is a specialist, we still have a little experience). - The myth of Noah's ark: a legend (studied in year 1) that does not correspond to the current requirements of species conservation: rejection of fixism, concept of biodiversity, modalities of preservation against contemporary extinctions (year 2) . The name of a space ship carrying a European expedition to an exoplanet? (Year 3) ACTIVITIES:1 °) Four study travels allowing exchanges and concrete productions in a transnational framework, mainly:C1 and C2 the production of short documentary films (reports of field surveys)C3 the publication of a Charter of the City of Human Beings and AnimalsC4 the production of a script and a flowchart in order to shoot a science fiction short film2 °) A C5 virtual exchange supplemented by a summer internshipin order to implement the movie making (by French students, behind and in front of the camera) then its postproduction by all the partners3 °) Remote activities (shared thanks to various tools: on eTwinning: the ""FORUM N + C"", but also the blog: http://erasmusplusanimals.blogspot.com/ and a Facebook group) and local support workshops or even bilateral workshops (in the case of the Franco-Romanian exchange C01)FIRST IMPACTS:- A first consensus emerges, both among teachers and among learners, to note the following improvements:progress in language skills and the ability to work in a teamimprovement of student autonomy (self esteem and and sense of responsibility)greater mastery of digital and video toolsacquisition of knowledge: historical, scientific, etc.participation in an enriching debate on civilization within the democratic framework of the European Union- The teachers are particularly satisfied with the quality of the personal investment of the participants, adults and / or students (who have forged lasting links, both across borders and within national teams) and that of the final achievement (this commitment will be validated by a Youth Pass). The film (""THE ARK"") owes a lot to the mobilization of students to overcome the difficulties linked to the pandemic, COVID19 having called into question the work plan adopted during C4 mobility. French high school students invested in a summer internship to successfully shoot images in June 2020, modifying the casting originally planned and taking care of technical aspects initially devolved to others, but their partners took their part, in particular in the post-production of the film (as part of remote workshops held in December 2020)"

The HEALTHYlife project is a strategic partnership which includes 5 partners from 5 different countries (Romania, Poland, United Kingdom, Bulgaria and France).HEALTHYlife is an acronym that means High-quality European Association for the Learning and Teaching of a Healthy and Years-long life. The project tended to answer to the question: “How to obtain and maintain a healthy population in Europe”.So it dealt with the subject matter of HEALTH, a global concern which supports the EU Health strategy “Together for Health”… which in turn supports the overall EU 2020 strategy. The project objectives (and challenges) were numerous. We can sum up these objectives with the following sentences.• make our learnings more attractive in order to improve our students’ motivation.• foster our students’ ambition for higher education in order to enhance our students' future employability,• develop our students’ skills, propensity to mobility, open-mindedness, self-confidence and EU-citizenship.Our students are often suffering from a lack of motivation and aspirations. It comes from their backgrounds, from the social situation of their family (unemployment, poverty, stepfamily,…). This situation leads some of them to early school leaving. So we need to find solutions to tackle these problems… a common concern in all our countries, in all our schools (5 vocational high schools, with a large part of students from the lowest socio-professional categories).The HEATLHY life project, and the openness to Europe in general, are an outstanding opportunity to tackle these problems of education, lack of aspirations & motivation, and social exclusion.The HEALTHY life project activities ranged through 4 different subtopics listed below. Other activities directly related to health in general have also been developed: slideshows and mind maps related to occupational well-being, transnational surveys, production of healthy life key rings,…•Environment, because if we want to keep on living healthy, we need to respect the environment. So, various activities have been carried out (in one of the project school or transnationally) along the project, related to: greenhouse gas emissions (slideshows), electrical energy consumption (questionnaire), smart cities (slideshows), visit of organic farms and other eco-friendly industrial plants, construction of an ecofriendly vehicle,…•Food, because if we want to live healthy and avoid overweight and obesity, we must take care of what we eat and drink, along the day, along the week. So many activities have been carried out in this field such as cooking activities or diet activities: cooking of organic products, study of local products and season products for the cooking of dietary/healthy dishes, construction of week schedule (slideshows) for a healthy way of living (and eating), visit of local and organic bakery, games (Guess what you eat!! a game related to the sugar content of famous junk food),…•Physical activities, because if we want to stay fit, we need to do physical activities regularly. So, out of the mobilities as well as during each of the mobility, sport sessions have been planned: bicycles, zumba, football and bubble foot, fitness, rackets sports, hicking-trekking activities, “mud-walk”, … •Prevention & Safety, because if we want a healthy population, with as less as possible work stoppages, with as less as possible damages in case of accidents, we need to teach people how to react in case of crisis situation and accidents. So, a simulation of earthquake has been carried out during the mobility to Romania. Participants were taught how to react. A whole first aid training has been built in English in France along the second project year. Students have built slideshows for each of the first aid gestures. French students became first aid trainers for their foreign counterparts during the mobility to France.All the project evidences are directly downloadable on the project website.http://erasmusplus-healthylife1517.jimdo.comThe impact on the students and pedagogical teams is very important. At short terms, students gradually realized what they were doing, what they were part of. It developed their open-mindedness and ambition, and above all their pleasure to learn in their school. At middle terms, for some of them it was the first step towards a longer implication in European mobilities. Indeed, some of them, after their first (one-week) mobility abroad through the HEALTHYlife project, have carried out a one-month vocational training session abroad in the framework of KA1 project… so a developed propensity to mobility.Concerning the pedagogical teams, they have tested new pedagogical methods and IT tools. Some of them will be embedded in the normal curricula (ex: use of ICT web 2.0 tools, group-work methods).

"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."

Not applicable.