The project YES Europe III Young people in Education and Studies working and living in Europe aims at helping students to find study, training and working options in Europe and is a follow up project. In work situations today it is required by many countries to be international and gain experience in another European country, but students are often reluctant to do internships, trainings or studies far away from home as they are afraid and see too many obstacles. In certain parts of Europe today more and more young people know that they will be unemployed after finishing their schooling and therefore lack motivation to continue with their education and even drop out of school. There are young people needed in many work fields all over Europe, however, the students do not know how they can find an internship, training or job outside their home country. They also do not know how to find study options in a different European country. During the project students will gain the necessary intercultural, methodical, linguistic and ICT competences to enable them to find work and study options in the European partner countries and assess their own degree.A course YES Europe will be implemented at each school and integrated into the school curriculum which focuses on intercultural learning and application processes. Teaching material will be designed also based on material produced in previous Comenius and Erasmus projects and former YES Europe Projects.5 transnational meetings with all partners will be held in each participating country (Belgium, Bulgaria, Spain, Germany, North Macedonia). At least 5 students and 2-3 teachers of each country will participate in each meeting and function as experts and multipliers. The first meeting will be held as a youth conference where students will determine their needs when wanting to find study and working options in Europe. A work plan will be designed that will be followed at the next meetings. At each meeting local companies will be visited and question sessions will be held. Further, the students and teachers will meet with universities, job centers and the chamber of commerce to collect information on the job and study market. Students will learn about the education system, housing situation, work situation and study options in each country. Moreover, the core principles of the EU will be worked on during each mobility. In addition, the students will be trained prospectively in the following fields during the 2nd-5th meeting (the exact work plan will be set by students at the youth conference):- determine their professional domain (e.g. test)- understand their own strengths and weaknesses and define their motivation (e.g.test, interview)- understand companies‘ requirements in partner countries (e.g. through interviews with people from HR departments)- understand intercultural differences by being together with people from the other countries- find job vacancies in the participating European countries (e.g internet and newspaper research, job centers)- assess the value of their education in the European partner countries (e.g. universities, job centers) using the EQF- assess their English language skills- know about study/training options in the partner countries (e.g. universities, job centers)- know about needed professions in the partner countries (internet research, job centers)- use communication tools which are needed to communicate with colleagues, bosses, friends- successfully write an application in English (training course)- succeed in a job interview (assessment center, interview training)- organize their travel/work documents (e.g. office of immigration, internet research)- find accommodation in the European country (newspaper, internet research)At the end markets of opportunities will be held in each country and all results will be presented to local companies, universities, job centers, chambers of commerce as well as neighbouring schools. Either a YES Europe booklet/CD or posters will comprise all results and will serve as a means for dissemination. The YES Europe homepage and the eTwinning platform will also insure dissemination of the project. The results of the project are valuable not only for schools but also for institutions such as companies, universities and job centers to help employees and students in finding jobs and education in the European partner countries, therefore, we expect to reach the institutions mentioned above. The number of people reached in the project will therefore amount to several thousand people in each country. The long term effects of the project will be that students will find work placements and study options in other European countries and therefore the motivation of students to move within Europe will increase. The number of jobless and aimless students will decrease and students’ self-confidence and motivation will increase significantly. They will also spread a positive attitude to the EU itself.

"The project ""Echoes from the Future"" was born from consolidated experiences of the partners and wants to build on them. Through the example and model of TED-Ed clubs, the proposed project focuses on the importance of spreading ""ideas of value"", especially the ideas of our students, and on how we can help young people to spread these ideas effectively through the practice of public speaking. Throughout our 2 year experience as members of the TED-ED clubs' network, we have had the opportunity and privilege to witness a dramatic growth in our students' communicative and creative skills as well as in their self-confidence. The positive feedback received from teachers, students, families, local authorities and members of the community, has inspired this project which aims to further enrich the experience with an international dimension. We aim to embrace the United Nations 2030 Sustainable Development Goals by designing a learning experience which engages students in practicing a wide range of skills fostering a sense of global citizenship, critical thinking and innovative ideas. The final outcome of this process will be a live TED-style event in which students of different European countries will present on stage their thoughts and ideas and will give voice to their dreams for a better, sustainable future. The European dimension will amplify the power and impact of the experience thanks to the contributions of all the partner schools to the research and development of ""ideas worth spreading"". Students of different countries will work together with peers, building on their cultural backgrounds and supporting each other, to deepen their knowledge of the Sustainable Development Goals, to discuss and to celebrate their creative ideas. Following the guidelines of the TED-Ed curriculum, they will learn how to present their ideas, reaching a larger audience and make their voice go global.The group made of 5 partner schools has been formed on the basis of previous collaborations and background. Thanks to previous eTwinning and Erasmus projects we have already had the opportunity to work together. Each partner will contribute according to their profile and expertise to the development of ideas whether for practical solutions (as done by the vocational schools in the project ""iVet4D"") or for green entrepreneurship (as done in the project ""Yell"" with the Belgian school). The only ""new"" partner is the Greek school that we came to know through the TED-Ed clubs' network and soon showed great interest in the project. Being an international school whose motto is ""Empowering individuals as architects of their own learning"", perfectly matches the project philosophy. The organization of project activities will follow the guidelines of the TED-Ed program, with the development of various stages to support students in the discovery, exploration, and presentation of their big ideas in the form of short, TED-style talks. Parts of the work will be done at a distance, thanks to a dedicated Twinspace on the eTwinning platform which will be an essential communication and collaboration tool, and partly during the Learning Teaching Training activities which will be an important step of the Face to Face process.We believe multiple benefits and a positive impact will come from participation in the project with opportunities for reinforcing and enlarging the international network of partner schools. First, cooperation will produce an improvement in the quality of education in our systems. Secondly, learners will constructively build on new ideas with peers from other countries while developing communicative and public speaking skills. Thirdly teachers will be able to use new approaches and methodologies in the classrooms. Additionally, teachers and students will improve their competencies in ICT and foreign language. Lastly, students will broaden their horizons and strengthen their sense of belonging to the European community. Dissemination of project experience could also represent a model and a reference point for other schools that would like to improve their international dimension and adopt novel and more active student-centered approaches. By means of this collaboration, we will bring together students from different European countries, make them reflect on current world challenges, engage in collaborative research in support of possible solutions, spark their curiosities and creative, innovative ideas, all the while strengthening their belief that each of us can make a difference."

This creative arts based project had its origins in the celebration of the 21st anniversary of Community School Carrick-on-Shannon, County Leitrim, Ireland when the process of making a sculpture for the school grounds began with the theme of celebrating education. The project evolved to address issues of social, religious, cultural and intellectual diversity among our student population. Subsequently, the potential of information and communications technology to facilitate collaboration of ideas and concepts within and outside the Irish education sector became another significant factor in the evolution of the project. These added dimensions greatly contributed to the consolidation of a project idea which was submitted to the Erasmus+KA1 programme for consideration in 2016. We were successful in our application and the project was awarded a score of 80 at its completion in 2018. The project was further developed as an Erasmus+KA2 project in 2017 with a stronger focus on the creative arts. We were very happy to have had contact, through the eTwinning platform, from the like-minded Italian writer and poet, Vincenza Armiento and so, to accommodate her area of expertise, we broadened the creative scope of the project to incorporate literature and music. We were joined shortly thereafter by partners from Germany, Portugal and Belgium with the creative scope of the project broadened further to include film-making, the performance and culinary arts. The aim of this project was to promote self-expression through the creative arts and to draw on the influences of our European heritage in the process. It was also our aim to promote a deeper understanding of the therapeutic value of the creative arts among our wider school communities. We hoped this project would inform students on a wide range of subjects, both contemporary and historical, in a vibrant and innovative learning environment. We hoped our students wil develop a wide range of skills and competences including critical thinking, problem solving, the ability to work collaboratively, as well as improve communication skills and digital competency. Additionally, we hope this project will introduce new teaching practices and methodologies thereby modernising our system of education in line with international best practice. . In all 3853 participants worked directly and indirectly on the project. 23 teachers participated in the project. They were between the ages of 28 to 59 years and were qualified to teach a range of diverse subjects such as Art and Design, Music, ICT, Mathematics, Science, Performing Arts, Cooking and languages including English, French, Portuguese, German, Spanish and Dutch. In all 530 students participated directly in the project. They were between the ages of 14 to 32 years with the majority of these following senior cycle programmes of learning. There was considerable social, religious, cultural and intellectual diversity among students and this was mirrored in the 65 participants who travelled to partner countries for LTTA events. A further 151 students participated directly in the various events of the LTTA. A total of 3300 individuals participated variously from within the school and local communities.Activities undertaken centred on a contemplation of each student’s education experience expressed through a broad range of creative processes and methodologies. Each school selected a focus group for each year of the project working for a period of 1 to 4 months to progress the work of the project. Four collaborative projects were undertaken including a survey on students attitudes to education, a competition to design the project logo, the design and making of a memory card game related to the culture and traditions of the five partner countries and the compilation of five articles for the project website. LTTA events included informative lectures on the educational system of each partner country and a tour of each school, outdoor activities using a range of digital devices, workshops, demonstrations, blogging, guided tours of museums and art galleries, visits to sites of historical and cultural importance. The Belgian team wrote and produced a short film. The Italian team also undertook the making of a documentary film and the compilation of a book of poems. Theatrical performances were also produced by both the Italian and Portuguese partners. The German team developed a range of recipes and produced a cookbook. Both the Irish and Portuguese teams focused primarily on the visual arts. The Irish team are near completion of the sculpture “Celebrating Education”.Greater awareness and appreciation of our shared European heritage, interest in the creative arts and their value in contributing to a sense of personal well being as well as the acquisition of a range of skills were reported by participants as a consequence of involvement in this project. Project results : https://internationalization.ie/

"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."

"Since the UN has designated 2017 as the international year for sustainable tourism, five secondary schools from Belgium, Bulgaria, Italy, Portugal and the UK decided to rise to the occasion. Based on the idea that the tourism industry is not only a major source of income, but also harness potential dangers, such as social dislocation, loss of cultural heritage and ecological degradation, we found each in other in wanting to work together with our students on learning how to appreciate and protect our region, finding innovative ways of dealing with entrepreneurship in tourism and at the same aiming for a reduction of our ecological footprint by joining the ECO-schools and aiming for the Green Flag award after completion of our project. Each partner school will directly involve 60 to 70 students aged 16-18 years. These pupils will come from different backgrounds: some from middle class families, some from lower social status ones, some live in large towns, deprived areas or minority ethnic groups, others are from rural areas. With this project, we aim developing in them an environmental conscience and an understanding of their cultural heritage, in order to start innovating in a protective and respectful way. We want to instil in them the first seeds of green entrepreneurship. The main activities consist out of analysing students', their family's and staff's typical way of travelling, comparing traditional tourism to newer kinds, field trips, workshops, group works, seminars and surveys regarding environmental and cultural sustainability in tourism, short internships or job shadowing in hotels or agencies. Moreover, they will set up business simulation working with national tourism offices, local partners and municipal services in order to have or work in real-life experiences on which they will report through videos and interviews, next to the standard evaluations. Ultimately, all of the research will be presented on our ""Virtual Travel Agency"", a website showing our results, but also a manual for others who are aiming at travelling and living in a more sustainable fashion. Students involved will establish personal contacts with pupils from other countries inducing in them the feelings of mutual respect and facilitating the elimination of prejudices. Having contact with other cultures, they will gain knowledge both about their national cultures and those of the partners, and will find similarities that unite them and differences that enrich them. The project period will be interspersed with interdisciplinary activities carried out in different fields (science, geography, history, citizenship, law, ICT, and foreign languages). We aim to work in a cross-curricular way through eTwinning as well. Students will look for information independently or with the help of teachers, using different methods: from flipped classroom, to non-formal and informal settings. Questionnaires, surveys, conferences with experts and the local communities will help the target groups to reach a higher awareness of the issues developed. While the project website, which will be maintained for another three years, the Erasmus+ corner on each school website, posters, videos, PowerPoint presentations will have the aim of disseminating information as well as materials to other students, teachers, parents and the local community. We will also complete this learning path with the EUROPASS certificate. At the end of our two-year project each partner school will organise “Open Erasmus+ Days” to show all results and outcomes to students from other schools, parents and the local communities. To conclude, we believe that the change in students’ individual lifestyles such as becoming responsible travellers and promoting similar behaviour in their families and communities will have an impact on both local and global environments, in both the short and the long-term."