"Our within the previous two years carried out Erasmus project gratefully funded by the European Union with the title ""The Montaneous Region Erzgebirge connects Europe"" supported the school exchange between two European grammar schools in Germany and Estonia. Using the working language English as a lingua franca, the project made the linguistic and cultural dialogue between two different regions in Europe possible and even enhanced our working and personal relationships.In every participating school, 14 motivated and interested pupils between the ages of 15 and 17 were chosen as candidates and representatives in the mobilities. These pupils were observed by two teachers or staff members of the German “Christoph-Graupner-Gymnasium” and Estonian “Kanepi Gümnaasium”. Naturally, more pupils and teachers from each school were included in the preparation and during the stays within the countries to strengthen our cooperation. This was carried out in various extra-curricular team building activities. We always aimed at an identification of the complete school with the Erasmus Project and finally benefitting from the advantages of such a cooperation.Our aim was to bring the German and Estonian school communities closer together by working on a central topic ranged around mining. On the one hand mining traces back for centuries in our surrounding and many current developments are still closely linked to these traditions. On the other hand it was a very pressing topic in public life as our region applied for the recognition of being a world heritage site. Finally, even during project time the Erzgebirge was officially awarded by the Unesco Committee with the title “Unesco Weltkulturerbe – Montanregion Erzgebirge”. Otherwise we found parallels with our Estonian partner in this field of mining oil shale, sand and minerals used for beverage production.In order to realise input into the presentations at the end, there were many trips and excursions running. With us in Germany, we visited typical mountain villages/towns, situated in the Erzgebirge - such as Schneeberg, Johanngeorgenstadt, Schwarzenberg and Annaberg - to discover and experience the history of mining. We went to several museums that tried to bring old traditions to life, created our own pewter ornaments or just enjoyed the lovely atmosphere at several Christmas markets that offered besides delicious food and drinks typical handcrafts of the region. Several students always had to prepare a part of each tour and functioned as guides.Experiencing a country with fewer inhabitants than our capital, we were welcomed in Estonia by a very open-minded community with a unique landscape and culture as well as a Russian influence and a proud independent European country. We were guided through several facilities of the Luhamaa Border Crossing Point at the Estonian-Russian-Border or eastern border of the EU. Värska – a very important mineral water company offered us a tour and later all project members relaxed at Värska Spa strengthening our bond between the two schools. Several workshops and project presentations within an oil shale mine and at school completed the memories of our mobility.Various digital presentations about the typicalities of the corresponding regions, in which the German and Estonian pupils live and learn were introduced. Similarities and differences of both regions were highlighted in many quizzes and self-designed mini-dictionaries. Each school hosted an art exhibition of student drawings from the other country. Within the school building we set up various billboards illustrating our impressions with photos and texts and making them available for a wider public. Each partner uploaded news on its school web page. We are proud of our member-designed Erasmus web page summing up our project and its results (www.kirchberg-kanepi-united.eu).All results should have a lasting influence on the school community in both European schools. As mentioned previously, both the group excursions and days of teamworking at school were supposed to contribute to reaching the set aims.Additionally, the pupils experienced life in the host countries of their respective host families and therefore broadened their intercultural horizons. The use of English as a lingua franca enabled this form of accommodation to be an authentic chance in which the students could use their academic language skills in many situations and it proved to be a perfect idea.As already outlined in the initial plan of the project on a long-term basis, we see the strengthening of the bilingual sector through the combination of theory and practice, and secondly through maintaining contact with another European grammar school. The project can be definitely seen as a tremendous success in this context. We hoped to see a great increase in the pupils' motivation to learn languages in general, but particularly in learning English through living and experiencing how English can work as a language in the world of work. Reflecting this aspect of the project we are convinced of the advantages and contributions. We were really glad to offer young people the unique chance of being active members in an Erasmus project.We were overwhelmed by the positive feedback of students and parents alike and the motivational words given by mayors and the city councils about this partnership."

"How can we expose the substantial abilities of our students?by this question we specify our subject of project as STEM education.By means of STEM students enrich their physical and cultural world,improve their self-sufficiences as critical thinking,problem solving.(Corlu&Aydın,2016).Stem education Come to exist by the correspondency of needings and be close to the problems by the integrative point of view(Buber,2011).The country number of the survey which is coordinated in 2015 is 72 and marly the number of student is 540000.In this survey the questions which specify the education quality,gathered on three main topics.These topics are;science literacy which measures the interest skills of Science subjects and ideas about science as boeing an active citizen.Reading skills which measures the understanding,usage,thinking and interest attending the society,improving the potential and knowledge. Mathematical literacy students can establish mathematical logic which the ability of how to use mathematical concepts,processes and materials to guess,explain and establish the logic(OECD,PISA Results 2016)It iş specified based upon these results is that the main problem why we and our partners are back among the countries which has high education quality is there isnt any social atmosphere for our children to discover their potential.(PISA 2015)When the graphics are observed for each of the foundation it draws the attention that we are unsuccessful on Mathematics,Science and Reading Skills.Our aim of project for the teachers of common foundation is to gain career ability with the STEM practices and observe the education of our partners in Europe,compare and satisfy their need and raisa the capacity of each foundation by transferring firstly to students and later to foundation. It is aimed that the success will be raised in each foundation,improvement of the career development of each attendant,transferring the experience to foundation,parents and other schools,development of students social-cultural position,integrating the scientific technological improvement to education field.As a result our project intersects botu with Europe 2020 vision and our partner's own strategic vision.In another words we want to reach to support and oppurtunities to be professional.By our project we want to make a STEM archieve to draw attention the place of STEM education world,to introduce the STEM with teachers and students,to present the 21st century skills that STEM education improves engineering loop on students ,improving the design process skills ,showing and describing the practiced STEM.We decide to study with the headline STEM by the suitable detection that the learning environment variety and wide the usage of the technology in education.STEM ,""Science,Technology,Engineering,Mathematics.""Its an abbreviation of the first letter of Science,Technology,Engineering,Mathematics words.By our project there will be studies about to worldwide of entegrating the science and mathematics lessons at school level,teaching the engineering and technology by in and out of class activities.""Why do we need STEM?""we aim to find the answer of this question at the end of the LTT studies with our project partners Poland,Italy,Turkey and Esthonia.It is our strong belief that by this study we will be the loadstar for our students to provide the equality in oppurtunity. By our project we know we will improve our thinking and problem solvent skills,carry to the high level the Communication among people and cooperation skills.We aim to gain these skills in these fields first to the attendants later to the students.By the process of education students will gain variety of different skills as critical thinking,problem solvent, cooperation study besides the main disciplines.Main aime of our project is to draw attention in the place in STEM education,to introduce students and teachers by STEM education,to explain the basic concepts of STEM education,to present the fields improved by the 21st century skills,to improve the engineering loop and the skills of design process,to present and explain the practiced STEM education,to reach to the sourced about the STEM education."

Unite Ambassadors (for Peace and Cohesion) was a Strategic Partnership project to produce and share a social education focused ambassador program for young people. Created by a mixture of four secondary schools, a local authority and two civic organisations from the UK, Hungary and Estonia. The socio-education scheme trains young people to champion a youth lead approach to combating discrimination, segregation, stereotypes, prejudice, inequality or isolation. Promoting respect, inclusion, trust, communication, identity, advocacy and equality inside school/ youth environments and within the communities where they live.The Unite Ambassadors scheme is packaged in a accessible and translatable website, for use by mentors and those who will be trained as Unite Ambassadors. Spreading the ethos of cohesion, peace and inclusion; reinforcing the positive message and making school and community life a environment that is supportive, nurturing, inclusive and reflective of EU values. Live on the site there is a wealth of background information to embed the scheme within a variety of youth orientated settings; as well as how to link it into learning objectives, curriculum and policies connected to formal education. There is access to translatable guidance supporting the effective delivery of the training program and additional sessions aimed at guiding and enhancing the flexible program to increase its effectiveness and relevance for different countries and settings.The trained Unite Ambassadors deliver the message of positive cohesion, whilst supporting their peers in acquiring knowledge rather than building their opinions based on social media and national press. They will lead civic activities and social action initiatives supported by a 'mentor'; to make a difference in their community, as well as being a role model and ambassador within their youth and school setting.Schools, organisations and other youth leaders known as 'Mentors' have access to online resources to train and support Unite Ambassadors, through accessing session plans, tools and activities to support their sessions for their Ambassadors in daily school life. Unite Ambassadors has been piloted by groups across the three nations, including young people who have special educational needs, home schooled, from minority groups, mono-cultural areas and those from disadvantaged, rural or low income backgrounds between the ages of 14-18 years.The scheme has a bespoke certification attached and offers accessible criteria for localised accreditation. Unite Ambassadors could also link to the International Duke of Edinburgh Award (units) available across Europe; which allows Unite Ambassadors to be used by varying abilities and levels of learners, as well as linking into key curriculum outcomes.Over three years, the Strategic Partnership worked on designing and honing this scheme with input direct from young people. The young people in the partnership were an integral part to insuring the scheme is relevant, applicable and effective in helping to develop understanding and knowledge, as well as impacting positively on the health and well being of the young people in schools operating the scheme. Thus providing a greater responsiveness to social, ethnic, linguistic and cultural diversity; which will be beneficial to their future employment and life pathways from the encouragement of active citizenship, inclusion and cohesion found within Unite Ambassadors.

"EU 2020 Entrepreneurship Action Plan emphasizes the new strategies related to entrepreneurship. Many countries including Turkey have been implementing entrepreneurship education as one of the national lifelong learning chapters of their youth and growth strategies. The EU stresses the importance of developing the entrepreneurial spirit in Europe by reinforcing the revant mentality and entrepreneurial skills to support entrepreneurship as a key element of competition. The EU 2020 Strategy puts the inclusion of creativity, innovation and entrepreneurship into education among the most important goals, based on the importance of entrepreneurship spirit and the promotion of that perspective. In its 2006 Recommendations on key skills in lifelong learning, the European Parliament and Council consider entrepreneurship as one of the eight key skills. The European Institute of Innovation and Technology gives great importance to entrepreneurship and aims to educate young generation entrepreneurs. Therefore, entrepreneurship education, which is supported by innovative and creative experimental learning methods, should be given to students in early ages. Because, many of the features that entrepreneurial individuals should be gained during the training process. Our project includes innovative and creative business plan development, entrepreneurial themed stories and theater activities, and game-based innovative educational activities as well as the theoretical training activities such as entrepreneurship culture, ecosystem and motivation, effective communication in entrepreneurship, financial literacy. The project includes training content and workshops to help participants understand the basic concepts of entrepreneurship in a practical way. Our project aims to spread entrepreneurial culture in Europe and in our country, to create a strong ecosystem, and to develop entrepreneurship with innovative and different applications. Thanks to our project, we aim to see the entrepreneurial practices of our partner schools in Europe closely and cooperate in cross-border cooperation with different and innovative applications. In the context of cooperative learning, blended learning and transparent classroom, we aim to inspire the best practices in developing entrepreneurship skills, motivation and learning at schools. We plan to develop educational materials using creative methods and tools to implement effective entrepreneurship education in schools.3 students and 1 teacher will participate in each project mobility. One of the students will be selected from disadvantaged participants. Participant teachers, including the project contact person, will consist of teachers who have previously taken part in EU projects, have been trained in entrepreneurship and have advanced language skills. Through the project, participants are expected to develop new and creative ideas, skills and strategies on entrepreneurship, develop risk-taking skills besides decision making, planning, financial literacy, effective communication and soft skills. First activity which will be held in Turkey is called ""Entrepreneurship First Step"". It includes the developing of the culture of entrepreneurship and motivational training in Europe and in our country with creative ideas. ""I am an Entrepreneur on the Stage"" activity will be held in Italy. It includes effective communication in theoretical and practical entrepreneurship; ‘If You Can Dream, You Can Do it ‘activity in Croatia includes practical training activities aimed at writing entrepreneurial ideas and dreams. In Portugal, ‘Managing Your Money Directs Your Life ‘activity includes theoretical and practical training activities on financial literacy. I’m Ripening My Ideas ‘activity, which will take place in Estonia, is oriented towards practice and includes developing a creative business plan and model in the entrepreneurship lab. In the preparation of the educational contents and modules of the project, the chambers of commerce and industry and the entrepreneurship associations and clubs of the universities will be cooperated. In training activities; Presentation, brain storming, creative drama, game based learning, simulation, creative writing techniques and methods will be used. With the project, participants are expected to recognize business models in the changing and continuously updated new economy, including the digital world, and to gain competency in starting and managing a new business. Young people's entrepreneurial talent and culture, which is one of the skills of the 21st century, gained at a young age; It is expected that business life will have high self-control, innovative thinking, entrepreneurial, creative, solution-oriented, brief competence in entrepreneurship and turn creative ideas into action. It is also expected that entrepreneurship training will increase in Europe and in our country and an entrepreneurial social perspective will be formed through the project."

DROP OUT - COACHING AT SCHOOL This project addressed to two problematic issues at schools and in the long term in the society. The first one was students could not identify their needs and abilities well enough to plan their career. And the second one, the students found it hard to cope with the pressure and stress of the vague future, as a result they would leave school earlier. Most of the students belonged to different social classes which meant some of them were at highly risk of drop-out. Every partner school had evaluated the percentage of these students: Italy: 20%, Estonia: 2%, Poland: 7%, Romania: 15%, Turkey: 23%, Spain: 20% and Greece: 15%. The schools had used surveys, school reports of social backgrounds of the local communities or other available materials from their Educational Departments. Referring to our main aim which was reducing the number of students at risk of drop out we wanted to achieve the following states: Italy: 10%, Estonia: 0%, Poland: 0%, Romania: 10%, Turkey: 10%, Spain: 10% and Greece: 10%. The second aim we wanted to achieve was reducing stress level and developing the necessary abilities to manage emotions as well as overcoming anxiety within the classroom. The other goal was improving creativity in using new ICT technologies by working with robotics experts. The next aim to gain was providing the motivation of students for learning and socializing by showing them how to plan their future career. There were 7 schools participating in the project: Poland as a coordinator, Turkey, Italy, Romania, Spain, Estonia and Greece. The initiators of the project had been schools from Turkey and Italy as their countries struggled with the problem of early school leaving to a large extent. The Polish school had agreed to be the coordinator with regard for its experience. The main methodology how to cope with the issue of early school leaving was creating a system of coaches in every participant school and working with students at risk. According to the expertise and competences of the project team, the distribution of tasks were as below:1. Turkey, January 2017 - Seminar on life coaching for teachers; questionnaire about the level of stress and the EFT Technique; edition of a guide 'Drop out - Coaching at School. How to reduce the risk of early school leaving?' 2. Greece, March 2017 - Interviews with professionals to assess the pros and cons of different careers as well as workshop: 'How to behave at a job interview?'; editing a calendar for 2018 with photos and students' stories titled: 'I have a dream...'. 3. Italy, November 2017 - Exhibition on Robotics: Open Fair - the students assembled Lego- bricks in order to build a Robot; leading a project blog with all the news and students' experience. 4. Estonia, April/May 2018 - Outdoor sports and Yoga to gain inner peace; creating booklet titled: 'How can Yoga and outdoor sports help us?' with the essential techniques. Other partners' tasks were as follows:- Romania: designing the mouse-pads, pens, T-shirts, caps with the logo; monitoring of achievements and evaluation of results; editing a start-up brochure: 'Drop out - Coaching at School' about partner schools and our aims to promote Erasmus+ Program during the following 2 years,- Spain: editing of an album with the photos and summaries of all the Training Activities, titled: 'Erasmus Friends'; a leader of works on preparing a perfect CV, - Poland: arranging and updating the project web page; editing a part of the guide ('Drop out- Coaching at School. How to reduce the risk of early school leaving?') titled 'Methodology of Learning by Doing'; preparing Europasses for all participants. During the total duration of 24 months, 3 transnational meetings were held:1. In Spain, in November 2016 to talk about the activities' details and project management.2. In Romania, in May 2017 to monitor the aims of the project and evaluate the results achieved within the first year.3. In Poland, in July 2018 to assess the outcomes of the whole project using prepared materials in Romania. All participants were trained by a professional expert how to share the elaborated materials. At the end of the project, according to the main results, the teachers did:- become coaches (100% of the teachers in every school were trained) working with students at risk of drop out,- create a new system at schools to prevent early school leaving by having life coaches at schools. All the students at risk of drop out did: - succeed in planning their future career by continuing their education at school,- improve their ICT and foreign language skills through the computer programming of a Robot,- learn to cope with negative feelings and turn them into positive ones to see advantages of staying at school,- keep in mind that mistakes lead to better learning and the most important thing is not to give up. All participants were actively involved towards a better understanding of the real European dimension.