"This project has focus on the idea of contemporary Europe. The refugee crisis in 2015 brought a lot of information, sometimes untrue, about immigration in Europe. Free movement of people has been the key ideas of the common idea of European Union. Therefore, we have a lot of people from different backgrounds in our home countries. Some countries have been target countries while others have been in transit position. The populist movements around Europe have strengthened at the same. In this project we collect knowledge of our culture and how it has evolved in history, then we study statistics of immigration and policies related to the topic with the help of local authorities, NGO's and ordinary people alike. After the statistical work we visit businesses with international background from worker or founder point of view. We build idea how a native gets work in home country compared to immigrant from another country.The social inclusion is one of the key priorities in this project. We want to involve students from different backgrounds. Some partners have bigger number than others. Even when there is limited number of immigrants they might not be encouraged to take part in the project and that is one thing this project wants to have an impact. Also, we are going take local immigrants involved as we visit their companies and compare their business stories. This will give a boost for self-esteem for them as being respected members of society and we would like to see their children to look education as a possibility with this encouragement.We are a group of six schools (institutions) from different parts of Europe. The very experienced Finnish school will be the main coordinator. The other experienced schools are the Polish and Bulgarian partners. The other three partners from Italy, Latvia and Spain have experience as institution, but they might have new staff members. We have set our timetable in a way that institutions can and will learn from each other. The task distribution has been done in order to respect this learning process but also to let schools to use their skills and qualities. All the schools have at least two committed teachers for the whole project.Our methodology is based on project based learning. We will start from looking at the evolution of own culture. Second, we will study immigrants have and will shape our society. Third, we will visit companies with multicultural environment and build our own business ideas from the perspective of a native and of an immigrant. Fourth, there will be a research of educational possibilities offered by EU and also a study of key EU institutions. When phases 1-4 are done, we will contact each partner country's MEP (Member of European Parliament) as a phase number five with the results we have gathered. The final product will be a letter/proposal how an integration of immigrants should be done in our students point of view. Normally, students of our institutions are not eligible for voting due to age, but this proposal gives an idea to policy makers how youth sees the solutions for the problems caused by peoples movement around Europe. There comes the title ""From Eurodivision to Eurovision"". Our proposal is a vision of how social inclusion, integration and future labor market should work. All the activities will lead to this letter which is also given to all those who have participated project as cooperators. So the final product is open for discussion both local and European level. Throughout project we will use eTwinning as our communication tool and we will set open guest accounts for visitors alike. We value the idea and achievement and we will apply a European quality label for the project in eTwinning.The expected impacts will be related to open discussion of better inclusion of minority groups. On the local level, all the participants will get an impression how situations vary between natives and newcomers. These results are also disseminated to local policy makers, schools, law enforcement and non-government actors. The social inclusion will step into the picture as we look immigrants as already functioning parts of our society by them part of our project-based learning. This hopefully encourage families to take into the activities of the society for example in the field of education as we want especially students from different backgrounds to take part in the project. In the last step, when we have established contacts with MEPs, the publicity is guaranteed because none of our schools are located in the most developed areas of countries (for example in the capital areas). This will have a hopefully long-term impact in our regions which will get us a new vision of Europe. That is the main core of ""From Eurodivision to Eurovision, FETE) project."

"""World of Work"" was a student and teacher based two-year project addressing the specific objectives of the Europe 2020 Strategy as outlined by European Commissioner Jean-Claude Juncker in his 2014 agenda for Jobs, Growth, Fairness and Democratic Change. The main objective of this partnership was to develop students' skills (both hard and soft) and employability and to develop teachers' ability to teach students these skills. We realized all the schools more or less face similar challenges and needs to be addressed before starting project. The students commented that they felt unready for the world of work and that they were having hard time in focusing their attention in lessons. They also complained they were expected to focus on just academic success or vocational qualification but they felt unsure of what skills are required at the next level of education or for various professions in the world of work. Besides they had problems making decisions about their future careers . The teachers commented that they didn't know how skills can be taught in the best way in classes and assessing the acquisition of skills was a great challenge for them. The partnership had two primary objectives, one aimed at students and one aimed at teachers: 1- Concerning the students; to equip them with both hard and soft skills that can encourage each student to participate effectively and constructively in the workplace and socially both inside and outside their own countries. 2- Concerning the teachers, to strengthen teacher's skills based teaching practice through transnational cooperation and by adopting innovative, effective and new methods and tools in order to bridge the gap between education and employability skills. The target groups and stakeholders of this project were the students and the teachers that participate directly in the project; the other students and teachers of the 6 participating schools; the local business communities such as experts from employment bureaus, chambers of commerce, companies; other schools as local stakeholders; universities; educational authorities; families; and the students and teachers from other schools in Europe. The expected results were both of tangible and non-tangible character. The tangible results were: an e-book (the final product); a toolbox of skills; the project related videos created by the students; a toolbox for teaching and assessment of skills; a collection of lesson plans prepared according to the innovative lesson plan model; a board game; a promotional poster, brochure, video and the project logo; the project website; the e-twinning group; the twinspace project on e-twinning; an innovative product or service based on students' coding experience; the students' professional portfolios; the learning diaries; the online newspapers, two surveys to evaluate the success of the project, the students’ blogs and the promotional video. Referring to the non-tangible results, it was expected the students will become more creative and enterprising and hold a practical experience in communication and collaboration, critical thinking, problem solving, decision making, meta cognition, personal learning strategies, citizenship, life (and career) skills, personal and social responsibility, cultural awareness and expression, interpersonal and intercultural skills. Thus, the students would become more motivated to stay at school and continue with a higher education. We also expect an enormous increase in the teachers' skills based teaching practice through transnational cooperation and by adopting innovative, effective and new methods and tools. During the two year project duration, there were take place more transnational meetings and 4 learning/teaching/training activities . The first transnational meeting at the beginning of project was for planning and preparation purposes while the final was organised for the evaluation and the sustainability of the project. All the learning/teaching/training activities were a unique opportunity for the participating students to explore and be equipped with the skills required in the world of work. There were teacher that also take place training alongside with each meeting. The most important result was the e-book, which contains the toolbox for teaching and assessment of skills and innovative lesson plan model as teaching materials. The project also contributed to a well-qualified and highly motivated workforce in Europe. The employers are able to access the workforce with the skills they need. We worked hard to become a good example for similar educational organizations and, if possible, we want to help our colleagues, all school stakeholders and NAs in promoting the Erasmus+ projects about teaching and assessing skills."

Nowadays, the life of young people is – compared to previous generations – immensely affected by two developments: Globalisation and digitalisation. These developments are happening more and more quickly, both offering huge benefits to especially young people. A prime example of the benefits of globalisation is the EU, a union of states who has realised the idea of unity in diversity, a union of states which fosters friendly relations, a very important achievement, important to perserve especially in times of the current difficult political developments. Digitalisation offers benefits such as making grass-roots democracy easily possible or giving theoretically unlimited instant access to worldwide knowledge. However, both developments come with downsides as well, like a more competitive labour market or prejudices towards different cultures deriving from globalisation, or e.g. information overload or privacy concerns with regard to digitalisation.In order to embrace the advantages and avoid the disadvantages of both globalisation and digitalisation, young people need to be well-prepared for a life in the information age, in a more and more globalised world of friendly partnership between European nations.The aim of this project was to give young people this kind of preparation, and the objectives were thus promoting the abilities and attitudes needed to benefit from a united Europe of friends in a globalised world. Such abilities and attitudes comprise international teamwork and foreign language skills, achieving a climate of mutual understanding, trust and friendship among European nations and fostering dialogue and personal relationships between European citizens of different nations (including the specific relationships between the partners). Moreover, a second objective were the abilities necessary to cope with the challenges of the information age, which comprised technical ICT skills, as well as an awareness of benefits and downfalls of digitalisation and the knowledge of how to take advantage of the former while avoiding the latter. To achieve this educators needed and still need to be up to the task, and hence another set of objectives of this project were to foster everything just mentioned in teachers as well, in addition to teachers' ability to guide and instruct students and also fellow colleagues in this. Only that way it has been able to achieve a long-term value.The four participating schools from Austria, Finland, France and Germany are all schools with a strong European focus who have internalised the idea that a united Europe works best when its citizens unite at a grass-roots level. All schools can look back at successful experiences of European integration at school-level, be it in EU-funded projects or in student exchange programmes. Also, the four partners have put their focus on providing their students with an enriching learning environment with regard to digital skills, offering both instructions with regard to the technical aspects as well as guidance on the sociological, economical and personal effects of digitalisation. With this project, these four European schools have been able to show to their students that a united Europe is of utmost importance, represented by the teamwork in this project. Moreover, globalisation and European integration and digitalisation are no sheer technical terms anymore but were lived in this project. To achieve this, the methodology used was one that proved itself to be highly effective in previous projects: workshops of mixed international student teams, which, guided by mixed international teacher teams, produced various material to enhance digital skills, and which fostered the ability to profit from digital globalisation. According to evaluation results, the awareness level of students/teachers has been raised when it comes to advantages and disadvantages thereof. Depending on their individual strengths, students worked out guidelines on privacy issues and even artificially expressed themselves in drawings or theatre plays. Project work was carried out by via remote communication or during transnational learning activities.So this international collaboration, apart from the impact the results themselves have had on dealing with digital issues, resulted in all partners establishing (or deepening) a mutual intra-European friendship, both on the level of individuals and the organisational level. We have experienced that this project promoted a European spirit, not only among the young generation and teachers taking part, but also among others who came into touch with the project and its members. This spirit of a united Europe – in contrast to existing symptoms of breaking apart – was passed on to parents, neighbours, friends, and hopefully will also reach future generations. Hence, this project will make its contribution to a future of a Europe of mutual collaboration and show that a united Europe is a strong one that can defy many obstacles.

PROJECT CONTEXT -• Our project started from the need for a modern approach to the learning of geography, in the context of a traditional education that focuses more on information and less on the practical and applicative side of learning contents.• Because we found a low interest in geography, we succeeded in a new approach to learning through which we made information accessible, correlated it with practical activities, often transdisciplinary, and anchored it to the needs of daily life.• Consequently, through our project we aimed to increase the attractiveness of the geography in the school, involving in practical and transdisciplinary activities, both teachers and studentsPROJECT OBJECTIVES:• We have introduced modern teaching methods - geography learning, experimental practical activities, field observation activities• we carried out activities in which we aimed to train the transdisciplinary competencies, activities that were included in optional disciplines, as well as in auxiliary materials (Handbook of practical activities)• We involved the students in the project activities (observation, documentation, structuring and synthesizing information, experienced, teamwork), activities that were then processed through the experiential learning cycle.• We got involved and coordinated the learning activities, turning them into attractive and innovative activities • We promoted European values and collaborated with partner schools, the local community and other institutionsTHE DESCRIPTION OF ACTIVITIES: we have included the following activities• Practical activities carried out in the field: all mobilities included practical activities carried out at the weather stations, research institutes, profile faculties, in the field; all partner schools supported at the school level practical activities aimed at high school students• Transdisciplinary workshop-type activities aimed at training transdisciplinary competencies (laboratory activities - in Slovenia, demonstration activities - in France)• Demonstrative lessons we attended during the mobilities, which included interactive methods; students were also involved in filming demonstration lessons.• Research activities - the students carried out observation / research activities on some elements and phenomena such as: increase of CO2 concentration in air, variation of temperature and air pressure, speed etc.• Activities of writing some materials - all the materials of the project were realized by involving the students in the activities of documentation, research and synthesis of information;• Elaboration of the project logo and the project website - the project logo was chosen following the selection of several variants proposed by the students of the partner schools.THE METHODOLOGY WE APPLIED INCLUDED• We have established means of communication with partners, of publicizing the project, of providing information• We drafted a plan for the dissemination of the project and each country made its own plan according to it• We organized the analysis methods and prepared a monitoring plan for the realization of the materials and reports • We identified the small problems and misunderstandings and solved them in the most efficient way• We analyzed the degree of achievement of the project objectives, measured the impact produced and drew up a sustainability plan• We analyzed the resulting materials, appreciated their quality and collected feedback for each of themDESCRIPTION OF RESULTS AND EXPECTED IMPACT• The students involved in the project activities have assimilated new knowledge, skills, group working skills and positive attitudes towards the environment.• You have understood the importance of respecting the integrity of the natural environment and human communities• They worked in mixed teams, collaborated and exchanged best practices• They made the school known in other communities and participated in the dissemination activities held at the school level• They have learned new working methods presented by the partner countries, and they have trained transdisciplinary competences• They have improved their relationship with the students of the school, with the teachers, they have created links with the representatives of visited institutions LONG-TERM BENEFITS• All the resulting products are available to interested persons and can be used in educational activities for further education;• The research activities continue in collaboration with profile institutions, and the materials are updated periodically; at the school level we continue to carry out demonstrative practical activities and we intend to write a brochure of good practices that will support the takeover and multiplication of initiatives of this kind.• We set up an initiative club through which we continue the activity of monitoring long-term results, periodically integrating these conclusions into our own strategies.

In the rapidly changing world, the roles of teachers and schools are also changing, and so are expectations about them: in a recent report, the OECD has noted that teachers are increasingly asked to work in multicultural classrooms, use ICT for teaching effectively, and engage in various evaluation and accountability processes. The report also shows that teachers need to help students reach a multitude of objectives. It is not enough that students learn only the content required for each subject; they should also acquire creativity, engage in communication and collaboration, train ICT, and know about life and career. All this requires professional development, which is one of the objectives we try to meet with our project. We intend to assess and compare the professional practices of six countries in the teaching of English and Sciences and come up with a synthesis that may help meet the new expectations. While we are trying our hand at methodology, our students are given an opportunity to learn those skills the OECD considers important. Our project is built around the common content we found in our national curricula on Sciences and English, and our students will work on a number of issues in an online environment calling for communication and collaboration across national boundaries. Guiding this process, we gain experiences of the same things from the teachers’ point of view: using ICT, assessing the workflow, being accountable and developing transversal skills.The choice of subjects is relatively clear: English is one of the most important mediums of international cooperation and natural sciences provide an insight into the ever more important issues of resources and energy. Therefore, we built a study module on the use of natural resources that relies on the bits and pieces that the existing core curricula in our countries have to offer. The comparison work we did revealed that we teach more or less the same things – only our timing and approaches may vary. And it's the variety that counts here: the balance between classroom work and fieldwork, or the balance between various points of interest, such as evolution and taxonomies. We were also lucky enough to find sufficient variety in our natural environments that allows us to discuss the use of resources from many angles. To foster proficiency, the teaching of English often needs an element of reality, where the language is used as a true medium of communication without the chance of resorting to one's mother tongue. Having English as the working language of the project enables everyone to hone their skills. We also intend to link the project to our formal teaching of English and have a few lessons online. Each national core curriculum is flexible enough to allow this. The reason for online lessons is clear: schools and examinations are going online, and we need to prepare for the transition. There is also significant experience of online methodology in some of our schools, which we would like to share.There are six of us altogether, chosen on the basis of the potential contributions we can make to the project:(1) Gymnazium Frýdlant nad Ostravice in Frýdlant nad Ostravicí, Czech Republic(2) ITS Deledda-Fabiani in Trieste, Italy(3) Lyseon lukio in Lappeenranta, Finland (4) Byskeskolan in Byske, Sweden(5) ISIS Giovanni XXIII in Salerno, Italy(6) Nyborg Friskole in Nyborg, DenmarkIn terms of content, the project is divided into four thematic units: (1) geology and abiotic natural resources(2) the interdependence of biotic and abiotic natural resources and human intervention(3) measuring the ecological consequences of extracting and using the resources(4) case study: mining and natureEach unit has its own objectives, links to the curriculum and intended outcomes that determine what kind of work will be done during the unit. Every unit starts with preparatory work at home leading to the work done at a transnational workshop with fieldwork contributing to the material outcomes and pedagogical discussion leading to new teaching methods. The locations for the meetings were chosen on the basis of the environmental features that allow the type of fieldwork carried out at each stage of the project.As outcomes, we hope to produce a selection of educational materials, such as a rock collection for geography courses, a digital herbarium for biology courses, a database on environmental change for biology courses, and a photo collection of seasonal change in our areas for biology and geography. On the way, we hope to discover new didactic practices for our schools. Finally, we intend to produce an overall presentation of the project including the expected impact: clear development in various transversal skills and cultural knowledge; rising level of interest in geology, ecology and botany, increased willingness to explore the options to study; acquisition of new and inspiring teaching methods and increased interest in our schools.