The general objectives of the project were to create a link between the world of work and school, to persuade the students to approach the reality of the workplace and understand its opportunities and dynamics. The participants of the project were 140 students, 25 teachers and 10 staff members in total. Throughout the two years up to approximately 1,600 people (students, teachers, member of the staff, experts, members of the local community, members of the associated partners) were involved in the activities organized by the project.The project consisted of a series of activities designed to teach students about the economic scenario facing the next generation and to better evaluate the professional opportunities that such scenarios will provide them with and to be fully aware of the skills required. We focused on the creation of a wide range of resources, lessons and activities to enhance school curricula. These included the areas of skills development, career education, work experience, entrepreneurship as well as the key competences of ICT, language and statistics. Our project addressed several educational policy areas including: • developing basic and transferable skills such as entrepreneurship, digital skills and multilingualism, using innovative and student-centered pedagogical approaches • promoting stronger coherence between different EU and national skill recognition supports, to ensure that skills and qualifications can be easily recognized across borders.The project was structured in three types of activities. The FIRST TYPE included three strands: 1. The analysis of the economic production of each partner country by students, supported by the corporation that represent the labor market2. The identification of professionals and of the skills most in demand in its territory. Reflections on training courses designed to respond to these requests and how the school can provide the tools to undertake such courses and easily integrate them into the labor market.3. Statistical analysis of early school leavers focusing on the problems and reasons for leaving school early and to suggest ways of preventing early school leaving. The students first collected and analyzed information. Next, they worked in international groups and compared their findings and ideas. They finalized all the results in a presentation including all the countries, main findings and suggestions for prevention. The products of this phase were shared on the eTwinning platform and on a website specifically created by the students.The SECOND TYPE involved designing training session to fill gaps in the education system which were identified in the first phase and to provide students with the tools that will facilitate their integration into the labor market. These interventions included: targeted courses, meetings with representatives at various levels of the production world, informational materials, both in hard copies and digital copies. Teachers collaborated with students in the production of teaching materials, in hard copies or digital material, which could be used in all classes of the institutions involved, even in the years to come. At the end of the first two phases of the project, a final presentation and other meetings were scheduled in which the following will be presented: the data from the survey on the socio-economic scenario of each partner country, employment opportunities provided by the geographical areas involved in the project, educational materials developed by teachers and training partners. These materials are shared on the project website.The THIRD TYPE consisted of starting a mini company on a global level during the project. The mini company supported European entrepreneurship, incorporated the drafting and delivery of a business plan, identified sources of support and legal requirements within a European context regarding our schools and regional companies. Students produced a product prototype of an eco-friendly flip pen, designed an advertising campaign to include digital marketing, created materials to promote their product and tried to persuade several local businesspeople to support them. The product was chosen by the participating students during the first international meeting in Gustrow. The chosen product is relevant as it supports environmentally friendly schools. Students kept pictures, video and diaries and received feedback on their team and individual performances by teachers, students and businesspeople. We also asked students to present their internship experiences and collect documentation and feedback. It was of great importance for the students to get to know the different forms of internships in the different counties. The students also understood that internships in one of the participating countries could be a future option for them.

The CULT-TIPS project aims to improve an efficient learning relationship between teachers and primary school pupils using computational methods tools with the specific objective of teaching cultural heritage. The main purpose is to help teachers understanding the importance of computational thinking and digital tools as effective and innovative teaching methods applicable to all subjects.Computational thinking is the basis for programming and coding activities, but it also helps developing logical and problem-solving skills in a creative and efficient manner, all very important abilities in nowadays. We live in an interconnected and technology-driven world where the ability to use computational thinking and develop digital skills matter more than ever. Technology however is not the core of the project, the main goal is to introduce all primary school teachers to computational methods allowing pupils to practice problem-solving skills and activities not only in STEM classes but also in humanities. The project will support and guide teachers to make the shift from traditional teaching approaches to a 21st century learning environment, ensuring that they will also be confident to use available online European cultural heritage resources to build educational units.This participatory approach to cultural heritage fosters intercultural dialogue between teachers and pupils from a young age. Cultural heritage has a universal value for individuals, communities and societies that is important to preserve and pass on to future generations. It also has a big role to play in building the future of Europe. Hence it is important to educate our upcoming generation at an early stage. Furthermore, the project will focus on encouraging pupils’ creativity through cultural and artistic activities, engaging them in the discovery of their country’s cultural heritage.Hence the project aims:- to improve teachers’ knowledge of computational thinking methods- to introduce these methods in teaching humanities (art, art history and cultural heritage education in particular)- to provide teachers with tools and guidelines to support teaching activities with increasingly interactive, experimental and participatory learning experiences (using online resources, developing digital games, experimenting digital story-telling).- strengthening the teaching impact of primary schools by using innovative and interactive teaching methods and approaches.- to provide high quality instruments and tools for cultural heritage education- to encourage teachers to raise awareness and curiosity among pupils from an early age.These goals can be carried out only with a transnational dimension, as the full development of project methodology and outputs are based on the different national situations and cultures. Moreover, the transnationality of the actions will better address the need for a culture of broader digital knowledge in the EU.

Plastic is a key material of our economy: it can have multiple functions that simply enhance our lives or that even save human lives. However, the way plastics are currently produced, consumed and disposed undermines the economic benefits of a more 'circular' approach, resulting in a severe danger for the environment and subsequently for human life. Subsequently, what emerges from international and European forums is the urgent need to tackle the environmental problems resulting from the production, use and consumption of plastics. In order to do this, it is necessary to rethink and improve plastics’ functions in a more sustainable way (EC, 2018).The creation of a more sustainable world requires individuals to become active ‘sustainabilitychange-makers’ who hold the necessary knowledge, skills, values and attitudes. Education,therefore, plays a crucial role in the adoption of more environment-friendly plastic-relatedconsumption patterns. Such a responsibility invests all education levels and types (UNESCO, 2017).At this regard, PLASTEAM Project is aimed at educating pupils and staff from primaryschools in responsibly using, consuming and recycling plastic items, informing them about theirenvironmental impact and providing didactical activities for promoting sustainable waste disposal and plastics management systems in primary schools.In order to achieve this goal, the Project will implement the following activities:O1 – Plastic footprint: a plastic footprint app will be developed to gather data on primary schools plastic behavior and investigate the waste disposal and recycle attitudes of primary schools.O2 – ‘Plastic-free school’ Recommendations and contest: the Consortium will develop a set of Guidelines at management and students level to implement sustainable practices from both a top-down and bottom-up approaches. Furthermore, Partner and Associate schools will take part in a contest to identify the best STEAM solution addressing plastic-free challenges at school level.O3 – STEAM box and Lab: a set of innovative didactical tools and activities will be designed and used within the STEAM fields to be easily integrated into structured curricula of primary schools. The box will acknowledge pupils about the damages of unsustainable waste production and in particular of consuming single-use plastics and will develop key STEAM-related skills in pupils such as problem solving attitude. The STEAM box will be tested and used during the Labs in order to develop the solutions that will be presented at the Final Contest (E6).From the methodological point of view, PLASTEAM relies on the whole-school approach which is considered to be particularly effective when it comes to environmental education because itcombines formal and non-formal school’s activities in a way to enforce teaching and values with their practice and experience (UNESCO, 2018). In this sense, the STEAM Model reveals to be perfectly in line with such a methodology as it is characterized by an integrated approach of different disciplines that contribute to the acquisition of an enquiry-based learning (EBL) and subsequently to a set of key skills such as creative thinking and problem-solving (Martinez, 2017).The project directly addresses primary schools (teachers, students, headmasters etc.), but, in the view of the whole-school approach, it also addresses other educational grades (AGORA) and institutions (MIO, NEMO) in order to promote cross-sectoral cooperation. Implementing whole-school approaches requires the development of key relationships and engagements with the local community in order to mutually support and promote sustainable actions. As a result, the project is expected to impact not only on the direct target groups – managers, staff, teachers and students – but also on all other players that gravitate around the school's environment such as families, local communities, public authorities etc.