The project MAP (Migration Analysis Project) was based on the interest in migration shared by the partner countries. The six partner countries – France, Germany, Greece, Italy, Lithuania and Spain - have very different historical and geographical backgrounds, and all involved were aware that• migration greatly affects our societies (culturally, politically, economically)• it touches our students’ lives in many ways and• migrants often face extraordinary challenges in their host countries – even when they immigrated many years ago.Our aim was to analyze the current situation of migration and migrants in Europe; to investigate its causes and consequences in the pursuit of deeper awareness; to spark debate and encourage students’ self-esteem; to fight against prejudices and promote mutual enrichment through international partnerships; and to give voice to relevant experiences, bringing forth and recognizing real human dramas. The students’ experiences, including relevant stories and even pertinent quotes, have been collected and edited for an exhibition at our last meeting and a MapBook highlighting main experiences and insights we gained in our project.The staff of MAP was composed of 12 dedicated teachers (some of whom have a personal migration history) and approximately 90 students; many of them also have a migration background. Therefore, MAP had bearing on the individual lives of quite a large number of our students and their families. It promoted understanding and helped improve young people’s social integration.Our acronym MAP (Migration Analysis Project) refers to time as well as to place, and we also used family maps to reveal connections to individual family origins and assist in the development of personal identity. However, maps also showed us routes which lead us to different places and the different paths taken by migrants we got to know during our project. Maps were therefore perfect “visualization tools” for our project to help us to understand both migrants' individual migration histories and the way our countries are affected by migration as a whole.Our approach always started with personal experience, but also covered relevant background information to deepen our students knowledge and help them to develop criteria to assess the complex issue of migration. Due to its demanding subject matter, MAP greatly improved our students' oral and written expertise in English. In addition, their IT skills improved through the application of various software tools used throughout the project (blogs, presentation software, survey analysis software, etc.). At various stages we involved experts from “outside” (politics, government and cultural life). We also contacted and interviewed refugees in camps and documented personal histories. We analyzed how the topic of migration is being dealt with in printed and online media. On top of that we initiated creative processes by having our students prepare role plays about refugee situations and stage plays and a movie based on the insights they have gained during the project.The project has both intangible results (knowledge by the participants, improved learning in some areas, new skills acquisition) and tangible results (material products). Maps, personal accounts, pictures, reports and presentations are documented in a MapBook which was made and printed in Germany and presented at the final exhibition. The partnership had a positive impact on the participating institutions by building a community of teachers and students who have a strong commitment to and sense of ownership in the project, and by creating and carrying out several creative dissemination techniques and activities. It also enabled a broader community (parents, school authorities, local authorities, associations) to benefit from our partnership in the long term.

"The project MOVE is based on the interest in mobility shared by the six partner countries: France, Germany, Greece, Italy, Lithuania and Portugal. Mobility is a global problem in all European metropolitan areas. Our aim is to analyse the current and future situation of mobility in Europe. In MOVE we want to make people realise that the various challenges linked to mobility are not limited to local levels. MOVE will motivate students to work together to discover solutions to similar or even identical problems. 12 teachers will supervise approximately 90 students. Our approach will always begin with personal experience, but also cover relevant background information to deepen our students' knowledge and help them develop criteria to assess the complex issue of mobility. Due to its demanding subject matter, MOVE will greatly improve our students' oral and written expertise in English. Students will be asked to report their findings to their peers and to the public. They will do so by analysing and report how the topic of mobility is being dealt with in printed and online media, and by producing many different kinds of works : - written : diaries, questionnaires, blog... - audio or video : interviews, movies... The students IT skills will improve through the application of various software tools (blogs, presentation, survey analysis, video, photo, layout software). The same methodology will be applied to each visit as laid out in the 'Learning Teaching Training' section : I. Introductory plenary session. II. Theoretical background. III. Workshops. IV. Visits. V. On-going tasks. The project will have both intangible results (knowledge by the participants, improved learning in some areas, new skills acquisition) and tangible results (material products). Maps, personal accounts, pictures, reports and presentations will be shared on digital platforms and will also be documented in a book. We will use the outcomes to measure the extent to which the project has contributed to the learning experiences of those involved and the quality of education on offer in the schools that participate. The partnership will have a positive impact on the participating institutions by building a community of teachers and students who have a strong commitment to and sense of ownership in the project, and by creating and carrying out several creative dissemination techniques and activities. It will also enable a broader community (parents, school authorities, local authorities, associations) to benefit from our partnership in the long term. The project will have a significant long-term impact on its direct and external participants. The impact on students is expected to be the most significant. The first-hand experience of partners, direct contact with local authorities, activities based on critical thinking and innovative methods will highly influence our students. By working in groups and collaborating with each other they will gain competences in various areas, improve many social skills (negotiating, problem solving, decision making). The perception on the issue of the environment, attitudes towards the movement will be changed. Participants will gain much better understanding of mobility based on analysis at the levels of history, demography, political reality, economics and social science and will be able to understand the challenges which Europe and whole word faces today – they will become more competent individually and socially to act according to the priorities of ""European citizenship"" and ""social inclusion"". The teachers will also improve their knowledge on MOVE related aspects. The knowledge and experience of the cross curricular teaching, acquiring new methods and material, social skills and cooperation techniques will be improved. The ability to communicate better in English and competences in using ICT will be improved for all participants by the end of the project as well. The communication with local authorities and other external participants will continue. The best practices of the project will be disseminated by sharing the experience with colleagues and other members of school community as well as other schools teachers and other external participants by presenting project results by media, lectures/seminars in conferences, forums and other educational, social and charity events. As a result, wider audience will be reached and benefit in long-term. We hope that our project will be an example of good practice in the lifelong learning community. • In the participating countries National agencies organise conferences and workshops for schools interested in Erasmus + projects so we will be able to present ours during such events. • The final products will be disseminated so that they can be used as tools for future participants of the program. • A website will be created during the project and subsequently hosted by one of the partners schools which will manage and host it for the future years."