<< Objectives >>Objectives:1. To identify the students’ learning styles and to adapt the teaching strategies in accordance with their needs2. To develop the students’ language skills, communicational, interpersonal and ICT skills3. To develop the students’ creativity, critical thinking and problem solving abilities4. To promote and achieve a professional development of the participating teachers5. To produce and gather materials for setting up a summer camp programme for underachieving students<< Implementation >>Activities:LTTA 1 – visual style of learning, including games for visual types of learners –teaching science (in FR)LTTA 2 – aural style of learning, including games and activities for aural types of learners – teaching maths ((Virtual - by SK)LTTA 3 – verbal style of learning and teaching English (in SK)LTTA 4 – physical style of learning and teaching geography (Virtual - by TR)LTTA 5 – social style of learning and teaching history (in TR)<< Results >>Our intention is to create numerous results during the process such as:- the obtained results after the application, with a direct impact to at least 22 students and 12 teachers, - results for at least 200 students and 50 teachers to be indirectly impacted, - a selection of resources and activities for various learning styles, students’ presentations, teachers’ presentations, materials of applied workshops.- 1 summer camp programme collaboratively developed.

English has been used in the previous section

"Pirmsskolas izglītība tiek uzskatīta par būtisku izglītības sitēmas sastāvdaļu ne tikai tāpēc, ka šajā posmā veidojas bērna pamatprasmes un pamatzināšanas, bet galvenokārt tāpēc, ka šajā posmā attīstās pirmās bērna mācīšanās prasmes, kuras bērns izmanto mācoties visu mūžu, turpinot pašizglītoties un pašattīstīties un iekļaujoties pilnvērtīgas sabiedrības sastāvā. Projekta īstenošanā apvienojās 4 partneri - Pirmsskolas izglītības iestāde ""Attīstības centrs ģimenei"" (Latvija, Rīga), Valga lasteaed Paasuke (Igaunija, Valga), Liceul Pedagogic ""Ioan Popescu"" (Rumānija, Barlad), Gaziosmanpasa Anaokulu (Turcija, Yalova). Visi partneri ir pirmsskolas izglītības iestādes, kuras meklē radošus ilgtermiņa risinājumus bērnu individuālo vajadzību apmierināšanā, atzīstot, ka bieži vien izglītības sistēma ir pielāgota visiem bērniem, taču ne vienmēr ievēro bērna unikalitāti. Lai risinātu šo izglītības sistēmas nepilnību, ļoti būtiski ir radīt pielāgotu mācību vidi un materiālus atkarībā no bērna uzveres (pareizāk sakot - no vadošā uztveres tipa, jo psihologi ir izpētījuši, ka bērnā var izpausties vairāki uztveres tipi, taču kāds vienmēr būs vadošais).Uztveres veidi psiholoģijā tiek iedalīti trīs grupās - vizuālā uztvere (labi saprot un uztver vizuālo informāciju - redze), audiālā uztvere (labi saprot informāciju, kas tiek sniegta audiālā tipa veidā - dzirde) un kinestētiskā uztvere (uztver pasauli, izmantojot garšu, smaržu, pieskārienu utt.- tauste). Lai gan uztveres veidi nav zinātniski pierādīta teorija, tā veiksmīgi risina dažādošanu un individuālās pieejas attīstību, kas balstīta uz psiholoģiskām un fiziskām vajadzībām.Neatkarīgi no partnera valsts iezīmējās būtiska tendence - pedagogi galvenokārt izmanto vizuālās informācijas nodošanas formas, kas automātiski nozīmē, ka bērni, kuru vadošais uztveres tips ir audiālais vai kinestētiskais, nevar pietiekami efektīvi iesaistīties mācību procesā. Partneri tika konstatējuši, ka līdzko pedagogs izmanto atbilstošus mācību materiālus un formu, bērna sasniegumu ievērojami uzlabojas, tādējādi bērni labāk socializējas grupās vienlaikus saglabājot un mācoties novērtēt savu specifisko uztveri kā priekšrocību, nevis trūkumu. Taču no pedagoga ikdienā tas prasa būtiski pārstrukturizēt tradicionālo pirmsskolas izglītības metodoloģiju, kas nereti ir ļoti laikietilpīgi, tāpēc projekta ietvaros tika aktualizēta diskusija pirmsskolas izglītības darbinieku un vecāku vidū par atšķirībām bērnu uztverē (vizuālā, audio un kinestētiskā), vienlaikus liekot akcentu uz to, ka precīzi izvēlēta mācību metode un materiāls katrai no vadošās uztveres īpatnībām, ir garantija veiksmīgam un produktīvam mācību procesa rezultātam. Projekta partneri, izmantojot savu pieredzi darbā ar pirmsskolas vecuma bērniem, savstarpēji sadarbojoties projekta ietvaros rada ilgtspējīgu mācību materiālu kopumu, kas izmantojams jebkurā pirmsskolas izglītības iestādē (VAK koncepts) un sniegtu pirmsskolas izglītībai pievienoto vērtību.Projekta veiksmīgai īstenošanai partneri izvirzīja trīs galvenos mērķus:1. Izstrādāt detalizētu metodoloģiju pedagogiem un atbalsta personālam, kas palīdzētu pedagogiem ikdienas darbā, nodrošinot pilnvērtīgu mācību procesu pirmsskolas bērniem, ievējojot viņu individuālās uztveres īpatnības (vienkāršiem vārdiem sakot - kā palīdzēt pedagogam pirmsskolas izglītības iestādē ""iedzīvināt"" VAK konceptu).2. Izstrādāt un nodrošināt pedagogam plašu instrumentu klāstu, kurus var viegli izmantot izglītības procesā, sagatavojot mācību materiālu (400 kartes) pedagogam Dabas zinību (matemātika (Turcija), bioloģija un anatomija (Igaunija), fizika un ķīmija (Latvija), kā arī dažādi eksperimenti dabas zinātnēs (Rumānija)) mācīšanā.3. Izstrādāt vērtīgus ieteikumus vecākiem par bērna individuālo uztveres tipu īpatnībām, un apkopot tos rokasgrāmatā.Galvenā projekta mērķa grupa ir pirmsskolas pedagogi, bērnu vecāki un , protams, arī gala rezultāta saņēmēji - pirmsskolas vecuma bērni, kuru interese par mācībām palielinās pie nosacījuma, ka mācību process ir pielāgots izdividuālajam vadošajam uztveres tipam.Visi izstrādātie materiāli ir aprobēti partneru pirmsskolas izglītības iestādēs un rezultāti vērtējami atzinīgi. Vienmēr ir izaicinājums izmēģināt ieviest izmaiņas izglītības metodoloģijā, taču izmantojot labāko no starpvalstu partneru pieredzes, esam radījuši ilgtspējīgu mācību un metodisko materiālu kopumu, kas izmantojams jebkurā pirmsskolas izglītības iestādē."

<< Background >>The context that allowed for this project idea to spring is that of the challenges brought on by the pandemic. There are challenges that the educational systems are facing concerning the level of interest of the students in the online work, together with a lack of resources in underprivileged areas of Europe. The two schools that are formally part of the project have had difficulties in attracting their students and keeping them active throughout the period. This period has imposed mobility restrictions and all the countries have imposed measures to reduce the contact among people. In light of this, students have scarcely attended regular classes and spent more time in online courses. That is an advantage of this era, but at the same time we have to admit that not all countries were properly equipped. We, as coordinators of this partnership, understand this better than anybody. If our students have the privilege of working with IT and computer specialists, this was not the case in countries like Romania, Turkey or N Macedonia. Teachers and students in these countries have had a great deal of obstacles in adapting to the new reality – starting from the lack of equipment, to lack of digital readiness, or lack of interest. This partnership will also enable us to learn from each other in terms of this, to support the partners in better adapting to the new context. In addition, the project is also a means to a second end. The same pandemic period has put a strain on the tourism of our countries and the restrictions imposed on the population have put a great strain on businesses relating to the tourism industry. The project therefore aims to make our areas more visible and promote them, both at the level of the partnership but also at international level. In order to attain this scope, we need of course to work thoroughly on our dissemination strategy. This promotional component will be coordinated by the Spanish partner, as they have the right expertise in the field. Each NGO formally a partner in this project will work directly with schools in their area, in order to ensure that the educational component is well met. Students in formal partner schools and students in the collaborating institutions will be the ones creating the actual materials, doing the research, working together to the development of their communities. The purpose of the NGOs is to create the necessary links with their networks and with the local authorities, in order to attain a bigger impact and to develop strategies for the sustainability of the project results.<< Objectives >>Concretely, the objectives of our project are:O1 To develop digital readiness of educational institutions through practical and meaningful activities (at least 80% of the students develop their digital skills)O2 To promote the culture, geography and touristic potential of all the 6 regions (at least 90% of trained students contribute actively to the creation of digital materials)O3 To develop the social responsibility of actors of educational institutions by making them contribute directly to the development of their communities (at least one further community-based project is started by each country)O4 To strengthen collaboration between schools and NGOs in order to set the basis for future common projects O5 To enable the exchange of experiences and good practice in relation with approaches to online education In attaining these objectives, we also have in mind a series of sub-indicators, which all the institutions involved will monitor.Schools – level of cultural awareness before and after the project; level of involvement in online activities; digital competences of students before and after each main activity; level of students’ involvement in the community life before and after the projectNGOs – quality of collaboration with schools and authorities, enhancement of membership, level and quality of networking<< Implementation >>The project aims to introduce a series of results and outcomes, and in order to set specific deadlines and plan the project activities leading to the production of the results, we have broken down the timeline into stages.1. Stage 1 – the preparation of the project activities – this will be done both locally and at the level of the partnership. Locally, each team will set up agreements with local partners which will state concretely the obligations of each party. These will be signed between the formal partners and local partners and will cover the whole duration of the project. Therefore, we will have a minimum of three such agreements (ES, MK, IT). All teams promote their project in their institution, the partner institutions and outside of the partnership. The formal implementation teams are appointed based on the project needs and the expertise of the staff who announce their intention to participate. The core teams have already been established at this stage, so we will extend our teams with members that will cover other key roles in the application of activities – teachers, trainers, technicians.2. Stage 2 – transnational project meeting to set up a common timeline for the first year, establish the minimum requirements for the two training events that will be put in place in the initial phase. The TPM will give us the chance to present the initial assessment results applied on the target group and an initial assessment of the project content areas – digital readiness, approaches to education in the pandemic, impact of the pandemic on tourism. Based on the data collected and the conclusions, the partners set up a methodology for the implementation of activities and agree on the procedures to be used.3. Stage 3 – delivery of online courses – Course 1 - Enhancing digital skills and Course 2 - Online marketing strategies. 4. Stage 4 – students attend the physical mobilities that are part of the blended courses. During the mobilities, they will apply the acquired skills and knowledge in international teams on topics related to the thematic area of the project (Covid and its impact on tourism - C1) and (Promoting a local business online – C2) 5. Stage 5 – Evaluation meeting to assess the results of the first year and the level of achievement of project objectives. Planning for the second year 6. Stage 6 – students work at local level to do research, document and create the promotional films and documentaries on the topics of the 4 exchanges that follow the first two learning mobilities: tourist resorts (C3), entertainment (C4), tourist attractions (C5), cuisine (C6).7. Stage 7 – organization of student exchanges – delivery of promotional materials and common work to create the subsequent collections of films (Results: 24 promotional films and documentaries that will form the episodes in a series entitled ‘6 Digi-Tours of Europe’.8. Stage 8 - Organisation of final dissemination events (MEs)9. Stage 9 - Evaluation of the project results and activities. Evaluation of impact<< Results >>The formal results of the project consist of 2 courses and 4 collections of videos and documentary films. The first one is a Crash Course: Filming techniques and Digital Tools (delivered by the coordinating institution in the initial phase of the project). The second, Crash Course: Promotion on Social Media, is developed by our Spanish partner. The next 4 formal results consist of collections of films and documentaries created by students who were trained in the first two courses and whose aim is to promote the local potential and also to signal problems that the Covid-19 period has challenged the local economy with. These are:6Digi-Tours of Europe: Tourist resorts 6Digi-Tours of Europe: Entertainment 6Digi-Tours of Europe: Attractions 6Digi-Tours of Europe: CuisineOther results include a number of 120 students trained online, 60 students trained in physical learning mobilities, 80 participants in the 4 student exchanges. Also, our dissemination spaces constitute an important tangible result: website, 4 social media spaces, 8 newsletters. The 6 multiplier events in the end of the project, with a minimum of 600 attendants are another important result in the multiplication of the project activities.The project will set the basis for certain outcome too. As such, students improve their digital competences, teamwork skills, data collection, critical analysis. They improve their cultural and intercultural competences and become more involved in solving the problems of their communities. The project activities offer them the chance to identify further areas that need their attention in the future. So, we expect them to be positively impacted both at a professional and at a personal level. NGO members and school teachers become part of a network and develop connections with their European peers. They develop their capacity to collaborate transnationally and to deliver common outputs. In the process of collaborating with their European peers, all actors involved develop their communication skills, motivation and self-confidence.

<< Objectives >>1. Enable participants to meet new cultures and develop intercultural competence2. Develop students’ entrepreneurial mentality offering the context of developing joint venture ideas and improving transition to the business world3. Facilitate their professional development, critical and analytical thinking, communication and creativity 4. Increase students' self-confidence in foreign contexts and language skills5. Improve the European dimension of schools through cooperation and best practice<< Implementation >>Activities are to contribute step by step to reach the targets we have set. For this reason we plan preparatory activities before the meeings, 3 exchanges C1-C3-C5, 2 virtual activities C2-C3 and dissemination activities.1. C1-Introduction to Polish economy and initiatives to small business2. C2-How the beauty products affect the physical and phycological health3. C3-Turkey's economy beginners and beauty industry4. C4-Agriculture and tourism5. C5-Romanian economy and beginners in agricultur<< Results >>Our project will affect the school at different levels- Development of human resources: Students will develop their creativity, critical thinking, communication and organizational skills- Developing partnerships with local businesses: Partnerships for exchanges will strengthen cooperation between schools and businesses- Development of a material base with brochures and worksheets that will be used to improve students' entrepreneurship skills in the future- Improve European cooperation