The motivation behind this Erasmus + project is the acknowledgment of the existence of gender stereotypes and the need to transcend them. Using gender equality as an educational transformation agent beyond its theoretical value.Accordingly, not only are women called to overcome gender stereotypes but the educational community as a whole. This project aims to transcend the current genre differences from education. Integration and social inclusion are the educational foundations of this proposal.A partnership was created using School Education Getaway and a survey was conducted among candidate education centres and all those that are part of the project have shown the drive towards an egalitarian education.Gymnasium Elefsina has a lot of European experience and a technological profile similar to the rest of centres, therefore it will be the one creating the questionnaires and will be advising about communication.Bad-Dürkheim is a centre focused on industrial professions, so it serves as a real-life experience for the students of different career opportunities traditionally masculine. The centre itself will carry out and monitor the eTwinning Project.Lycée Jacques Prevert, also with a vocational profile, has developed successful methodological initiatives in the gender equality field. It will be the reference in activity development for the rest of centres.The Portuguese centre Abel Salazar adds successful experience working with students with special needs and from vulnerable contexts. It will be specialised in the historical approach to women.IES Mesa y López provides its organization structure to improve the treatment of genre bias, a comprehensive equality centre plan, an equality group, coordination with the educational network of equality schools, among others.An Erasmus Space will be set up in all centres to spread information during the Project and IES Mesa y López will oversee the website and blog. Each centre has suggested communicating about the project in their surroundings. local media and other available sources.The use of eTwinning and eTwinspace has been planned to be used in all the activities, with weekly monitoring meetings and specific evaluation and accounting ones. Likewise, eTwinning and eTwinspace will keep the groups in contact and favour the access to continuous training within the limits of the Project.

"The main aim of this Project is through the concrete activities of ""Simulating a Videogame"", ""School Gardens"" & ""Beautify my School"" to create learning environments that can be used as preventing tools against early school leaving and the excess time that spend our students with their mobiles. These tools will empower students and make school more attractive to all of them, fact that can become a key to their social, emotional and academic success. By improving their attitude towards to school but also towards themselves, students that are at risk of Early School Leaving because of several reasons (i.e their socio- economic background, their special educational needs, bullies and/or bullied) the Project aims to create positive and safe emotional environments where bullying behaviors can no longer thrive. The schools involved to this Project will choose the target group of students that work on the main fields: ""Simulating a Videogame"", ""School Gardens"" & ""Beaytify my School"". During the Learning/Training Activities in host schools exactly these students will be the one to participate in the activities organized by our partners. The expected results are To engage the students in the process of learning by participating the Activities. To encourage the students to take part into activities that enhance them and stretch them the feeling of being qualified and capable of performing the tasks To encourage teachers to develop new innovative methods and material in the field of the subjects that they are involved in the project (Plastics, Informatics, Home Economics, Technology, Foreign Languages and Physical Education, etc) for teaching students at risk for ESL and bullying To detect students with special skills and inclinations and to help these students to develop those skills To help students develop modern technology skills and ICT skills for communication, project development and organization To motivate students learning and staying bound to school To recconect them with nature and healthy life To limit the time that spend on their mobiles and start moving Sharing experience, knowledge and expertise. Evaluation will be based on the following methods: document analysis, observations (project meetings, mobilities, partners communication), interviews (oral, written by questionnaires) of the partners and the target group. Staff and teachers will be involved in planning and providing the evaluation tools and relevant questions."

The priority of the project is the involvement of students in their own learning process in order to experience the joy of learning new things, have a greater self-confidence, and be able to draw conclusions to develop the provision and advice in key skills: basic skills, entrepreneurship, languages & digital knowledge above all and to increase participation in learning and employability through the development of support and labour advisory services. We aim to facilitate the transition of students from education to the world of work through the use of European tools for the recognition, validation, and transparency. We plan to work with groups of students and their teachers of different subjects in order to find the best way for the students to get motivated and improve the learning process. The use of ICT will be essential as we think they are the tools to be used during our project as they are the students’ best way of relationship and expression that's why we will also promote the professional development of all those who are involved in our project.We also intend to study the aspects that have influence on the students’ efficiency ( time organization, parents’ interest, activities, assessment, homework, equality, etc…) in each country making a comparative North-South of Europe which will be very useful for the development of the efficiency in our educational communities.The collaboration between the six schools from different countries will give enrichment to the communities involved and the educational community in general through the dissemination of our project results and final products.Sharing of research conducted throughout the project will allow us to create good practice guides & materials for dissemination, to incentivate students and the rest of the educational community in order to achieve excellence in education and reinforcing education/training links with the world of work.

"Το Σχέδιο «Art, Technology & Sport keep me bound to my School» (ΑΤ&S) σχεδιάστηκε ώστε να χρησιμοποιήσει τρία κατεξοχήν ελκυστικά προς τους μαθητές πεδία -την Τέχνη, την Τεχνολογία και τον Αθλητισμό- και να τα εκμεταλλευτεί ως “εργαλεία"" για τη μείωση της σχολικής διαρροής, του σχολικού εκφοβισμού και γενικά της βελτίωσης των σχέσεων των μαθητών/τριων με το σχολείο τους. Οι δραστηριότητες που εντάχθηκαν στο πλαίσιό του είχαν ως σκοπό να λειτουργήσουν ως κινητήριες δυνάμεις και να τονώσουν την αυτοεκτίμηση και την αυτοπεποίθηση όλων των μαθητών και κυρίως εκείνων που έχουν χαμηλές σχολικές επιδόσεις, μεγάλο αριθμό απουσιών και γενικά έλλειψη κινήτρων. Στο σύνολο τα συνεργαζόμενα σχολεία ήταν 6, από γειτονικές, ανά ζεύγη, χώρες, οργανωμένες σε ένα ιδεατό τρίγωνο: Ισπανία-Πορτογαλία, Ελλάδα-Τουρκία, Εσθονία-Λιθουανία. Η έναρξη του σχεδίου σηματοδότησε σε όλα τα σχολεία της Σύμπραξης μια σειρά από ενημερωτικές εκδηλώσεις διάδοσής του τόσο στις τοπικές σχολικές κοινότητες όσο και στις ευρύτερες τοπικές κοινωνίες, χρησιμοποιώντας όλα τα μέσα έντυπου και ηλεκτρονικού τύπου, ημερίδων και συναντήσεων. Σε κάθε σχολείο συστήθηκε η παιδαγωγική ομάδα και οργανώθηκε η εμπλοκή των γνωστικών αντικειμένων και των εκπαιδευτικών που θα συμμετείχαν σε αυτό.Δημιουργήθηκε ομάδα στο Facebook για την επικοινωνία των εταίρων και την άμεση ανάρτηση υλικού (ο ιστότοπος και το ιστολόγιο του Σχεδίου στο http://artechnologysport.weebly.com/ και στο http://arttechnologysport.blogspot.gr αντίστοιχα, όπως επίσης και Twitter λογαριασμός στο https://twitter.com/ArtTechSport). Τον Οκτώβριο του 2016 έλαβε χώρα στην Κωνσταντινούπολη το πρώτο ΤΡΜ, όπου έγινε μια λεπτομερής παρουσίαση του Έργου, της στοχοθεσίας του, του χρονοδιαγράμματος των εργασιών του και των εβδομάδων κατάρτισης και εκπαίδευσης. Συμφωνήθηκε ο καταμερισμός του σχεδιασμού των οδηγών των δραστηριοτήτων ανάμεσα στους εταίρους, ο οποίος και ακολουθήθηκε στο έπακρο. Όλοι οι εταίροι επωμίστηκαν με τη δημιουργία ίσου αριθμού οδηγών για τις δραστηριότητες που έπρεπε να υλοποιηθούν από το σύνολο της Σύμπραξης. Συγκεκριμένα, οι εταίροι ήταν υπεύθυνοι: Η Εσθονία για την αναδημιουργία του Κλασικού εικαστικού Έργου και του Θεάτρου Σκιών. Η Ελλάδα για τη δημιουργία του Λαχανόκηπου και την παραγωγή του Video. Η Λιθουανία για τον διαγωνισμό Λογότυπου και την Έκθεση Φωτογραφίας. Η Τουρκία για τη Δημιουργία Sticker και Θεατρικού δρώμενου. Η Πορτογαλία για τις αθλητικές δραστηριότητες και την εκμάθηση παραδοσιακού χορού. Η Ισπανία για τη δημιουργία του LegoMindstorms Διαγωνισμού και τη δημιουργία ενός App για το κινητό, με τη βοήθεια και σύμπραξη του Πολυτεχνείου της Cartagena. Οι οδηγοί που ετοιμάστηκαν ήταν διαθέσιμοι στο: https://gr.pinterest.com/pin/500321839844655314/ και στο https://issuu.com/lelagolikidou/docs/12_activities.Το Σχέδιο εκπλήρωσε πλήρως τους αρχικούς στόχους, υλοποίησε τις προγραμματισμένες δραστηριότητες σε κάθε σχολείο της Σύμπραξης και οργάνωσε όλες τις Δραστηριότητες Μάθησης και Κατάρτισης, όπως είχαν αρχικά σχεδιαστεί. Το έργο είχε μεγάλη απήχηση στις σχολικές μονάδες γιατί, όπως ακριβώς υποστήριζε ο σχεδιασμός του, ήταν εύκολο στην υλοποίηση, καθώς οι δραστηριότητές του ήταν δυνατόν να ενσωματωθούν άμεσα στα προγράμματα σπουδών χωρίς περιορισμούς, ήταν ευχάριστες σε όλους τους μαθητές αλλά και στους εκπαιδευτικούς, και μπορούσαν να προεκταθούν και να εμπλέξουν όλη την εκπαιδευτική κοινότητα.Μέσα από την υλοποίηση των δραστηριοτήτων και των μετακινήσεων για τη συμμετοχή των μαθητών στις εβδομάδες κατάρτισης είδαμε μαθητές να αξιοποιούν τις δυνατότητές τους, να ενεργοποιούνται και να ενδιαφέρονται για τους τομείς της Τέχνης, της Τεχνολογίας (Ρομποτικής) και του Αθλητισμού, αποκτώντας γενικότερο ενδιαφέρον και θέση μέσα στις σχολικές τους μονάδες.Μακροχρόνια οφέλη για όλες οι σχολικές μονάδες είναι η διαπίστωση ότι απλές δραστηριότητες, σωστά αναπλαισιωμένες ώστε να μπορούν να απευθύνονται σε ευαίσθητες ομάδες μαθητών, μπορούν να αποτελέσουν πολύτιμα εργαλεία στα χέρια των εκπαιδευτικών που θέλουν να μη μείνει κανένας μαθητής τους μακριά από τις πολύτιμες εμπειρίες που μπορεί να προσφέρει το σχολείο. Επίσης τα εταιρικά σχολεία απέκτησαν, όσα δεν είχαν, τεχνολογικό και άλλο εξοπλισμό (ρομποτικά συστήματα, θεατρικά κουστούμια κ.λπ.) και μπόρεσαν έτσι να μυηθούν σε νέες δραστηριότητες και εμπειρίες πολύτιμες για το μέλλον."

"<< Background >>The VET systems are in continuous transformation and solutions are needed on how to upskill staff with new skills, as we begin to understand what is required to equip VET teaching staff with skills fit for the 21st Century. The skill set and role of VET teachers is being outpaced by developments of working life. All the involved partners have the need of develop professional curricula more suited to address the challenges and opportunities that an increasingly globalized world reserves for the local territories and the schools operating in them; all the involved partners are constantly trying to improve, so as to give their students the best training possible: there’s a constant concern relating the strategies and methods applied by the schools and teachers. The partners need to equip their students' by providing opportunities to be spent in a greater way, moreover the VET teachers and trainers need a professional and teaching skills improvement and a larger and more creative insight on lessons’ planning, optimizing the use of new and innovative methods in the teaching process that help them into becoming more effective and making their work more dynamic.<< Objectives >>T.O.O.L.S. is mainly focusing to:(a) Change the way in which VET is practiced, making it more relevant to the current and future needs of the economy and society;(b) Establish innovative teaching styles for teachers and trainers;(c) Ensure the use of modern learning technologies in VET;(d) Strengthen education and vocational training;(e) Contributing to innovation in vocational education and training;(f) Increasing the attractiveness of VET at different levels;(g) Make better use of digital technology for teaching and learning;(h) Promote quality and excellence in VET.Specific objectives:• Improvement of the teachers skills involved in the project, promoting VET;• More attractive education and training programmes; • Increased level of digital competence for target group;• New approaches to better support VET education;• Use of participatory approaches and ICT-based methodologies;• More strategic and integrated use open educational resources (OER) in VET education;• Better aligned VET systems to the EU needs and opportunities;• Increased professional development of teachers and trainers and quality assurance.<< Implementation >>During the project implementation the consortium will organize: 1) didactic laboratories; practical activities; Workshops and Roundtables on Improving Collective Awareness in VET Education, Students’, Parents’ and Teachers’ views on the project’s topic; Information seminars for target group;2) Three TPMs (Initial meeting in Spain; Midterm meeting in Croatia; Final meeting in Italy);3) One LTTA focusing on state-of-the-art tools for the development of VET teachers and trainers and it will also be addressed to experts and managers, education and training providers, stakeholders belonging to the consortium's members looking the real possibility of innovation of their professional development;4) One per Consortium's partners event (multiplier event) to present and disseminate the results of the project not only to VET school teachers, leaders, educators but also to other relevant stakeholders and policy makers.<< Results >>1) Giudebook: ""T.O.O.L.S.: Technology Opportunities as an Occasion for the Learning Systems"" (IO1);2) Toolkit for schools and training organizations (IO2);3) Policy recommendations (IO3).Through T.O.O.L.S. we are expected:• A better use of modern learning technologies in VET;• A better use of digital technology for teaching and learning;• An innovate and improved VET sector;• Spread of the need for innovative methods in VET Education;• Improving the professional counseling and guidance skills;• Supporting evidence-based decision-making for schools based on new practices;• Exchange of good practices regarding the approach of the local authorities in the partner countries on the VET educational policies and professional training."