Not applicable

Learning with cartoons and animations: Our school is a state school which has been opened since 2008. It’s got 17 classrooms,538 students ( between 10-14 age ) and 24 teachers. There is a computer room and web in our school. The computer room has electronic equipment. In our staff,our English teachers and computer teachers took part actively in this project. Kocaeli Metropolis Municipality gave tablets to All our students (in 6th,7th,8th grades ) . By this project,we used these tablets as educative tools with software. We improved our education quality by using these students’ digital abilities. In our project,we prepared animations about lessons and cultural topics:1-we discovered digital abilities of the students who were in different grades.2- teachers developed their attitude to digital learning for the lessons. 3- we stored digital education tool to use it in every education level as course materials. 4-students learned to use digital tools. 5- we shared experiences and learned more cultures by cooperating our partners. 6-teachers improved themselves to teach language, and students developed their language skills by digital skills.The number of participants and profile: There were seven partner schools. There were ten students in each school cartoon and animation teams. There were schools from different educational grades, the students was chosen from different ages from 10 to 14.Methodology was used: International cooperation was done with partners in the program. Animation software training was taken in order to improve the digital skills of the participants. This training was given at the first meeting. Participants of this course guided the ones that didn’t participate to the mobility through peer learning. Short stories were written and language skills were improved by finding out the culture of the country that had been visited at the first place. Then, cultural cartoons and animations were done. Animations were done by using the same method on a topic that was given according to the curriculum of the host school. Students used the tablets to learn the lessons. These students who could use these ICT devices improved the digital integration. Teachers who were lack of digital skills had positive attitudes to digital subjects. In our school we had a project about science and technology. And students used animation programmers to do their homework and project works. Some students made presentations by using this animation that they did. they integrated it to all lessons.they learned different cultures and traditions. they introduced their own cultures so they had a cultural harmony during this meeting. thanks to this project they had chance to practice English with foreign people.So their English marks increased. they started to use applications to keep in touch with their foreign friends by speaking English. they were eager to go abroad. they improved their self-confidence and represented their countries abroad. These videos were posted via youtube and facebook channel. We had planned that 5 students and 2 teachers would join to the Short-Term Learning/Teaching/Training Activities in the application form. According to the application form, 42 participants had been planed for 6 meetings. We had more participants than the planned at the end of the project. Totally 48 participants from our school (31 students and 17 teachers) joined to the meetings. Two kinds of animations about subject and culture were done in each meeting. 490 animations were planned in the application form but more than 500 animations were done. The animations were stored and used as lesson materials. Animations were shared via our youtube channel (Learning with Cartoons and Animations) and opened to international access. Also, all animations were shared by Twinspace that a portal in the E-twinning. And they were shared on all schools’ web pages. Information about our project was shared on EBA that is a web page of Turkish Ministry of Education has our animations. There was a lot of news about our project as local area. Visits to Municipality, Governorship and Ministry of Education were made. Participants visited historical and cultural places, museums and official places in each meeting.

The project Summary is in English

Five partners participated in the project (Hungary, Turkey, Bulgaria, Romania, and Poland). Of the partners there are 2 non-governmental organizations and 3 public education institutions. The Turkish partner is in a fortunate position to choose the most talented students in the area and to deal with them as a small group. The Hungarian partner also deals with small groups of students, but they are not selected based on grades, but they choose these occupations voluntarily. The Bulgarian school works with 100% Roma pupil composition. It is very hard for them to keep the students in school. The Romanian partner is the school of a small settlement where there is a lack of pupils. The Polish partner is a big institution. Although we are structurally very different, we are struggling with the same problems. The students don’t like natural sciences and mathematics. In these areas, we have a problem with teacher’s deficit. There is no motivating force for students, they find these subjects boring and incomprehensible. We wanted to reverse this approach with our project. We have created interesting physics, chemistry, biology, and geographical experiments with students that can be easily done by anyone (parent, student, and teacher) and can make the lessons more enjoyable. We've provided some games that can be introduced not only in mathematics, but in any classroom and enrich the monotonous learning. These experiments and games were videotaped, and the description and instructions were prepared in 6 languages (in Hungarian, Turkish, Romanian, Polish, Bulgarian and English). From the experiments, a small online e-book was produced, which was taught by Adam Pálvölgyi during the first Learning / teaching / training activities. This simple online tool can be used by students and teachers for other project work and lessons. During international project meetings, students and teachers also learned to use new tools at all venues.In Poland, museums were significant which could be incorporated into geography and biology classes. In Bulgaria, the application of demographic analysis has surprised us. During the demonstration, students and teachers also realized that the population is decreasing, the young people are migrating, and they are setting up a family later. We have also prepared a questionnaire survey on this subject, which has supported the verbal conversation. In Turkey, working with robots was very interesting. In addition, working with clay has made everyone happy. The experimentation workshop and the visit and performance of the planetarium were interesting. In Romania, mathematics gained the leading role. We participated in a number of math games that the students participated very enthusiastically.During the Hungarian camp, we summarized what we tried during the 2 years and further extended our knowledge. We took part in code hunting, where we algorithmized, developed code and used GPS signals through mobile application.We have experimented with physics, manufactured rockets, played with robots, and learned new games that partners also like to incorporate into their lessons.Beside the experiments and games, we have come to know each other's culture, customs, food, traditions, folk music, folk dance, folk costumes. We organized storming cultural evenings, which broke down the borders, language and cultural differences.We want to continue the cooperation in the form of new applications.

This was a social responsibility project that takes “REFUGEES and IMMIGRATION” in its centre with the approach that everybody deserves a life as stated in UNIVERSAL DECLARATION OF HUMAN RIGHTS. For more than ten years of research in Europe and beyond, Human Rights Watch (HRW) has documented serious violations of children’s rights arising from immigration detention of children. Children are arbitrarily detained, held in cells with unrelated adults and subjected to brutal treatment by police, guards and other authorities. They are often held in poor conditions that fall far short of international standards governing appropriate settings for children deprived of their liberty. Children in immigration detention include unaccompanied migrant children, children in families (including young infants), asylum-seeking and refugee children, and children whose parents are refugees or people seeking asylum.The project came out of the most serious social problems in recent years as stated above. It is a very serious issue for all of us. We cooperated with the institutions from the countries being more and more affected by the problem. Turkey and Bulgaria are the countries where the problem is dramatically increasing. The Italian school has refugees among their students and they have experience in dealing with the problem of integrating these people and children into the European culture. PT and RO are the other countries which are familiar with the issue as the members of the European Union. The project did not solve the problems but it increased social awareness in terms of understanding those people, helping them in their difficult situation. Children are the main case to be dealt with. As they are the most innocent actors of the issue, it is our responsibility to do our best to take care of them.Our starting point of this project was humanism. We had to show our respect to those people because we live in the same world. This must be seen as our common responsibility. As educational institutions we could not solve this very serious problem, but we provided social acceptance and manage to give people in need stronger motivation/hope for a happy life. Furthermore, this project was very useful for our students while developing their social skills, social sensitivity and autonomous personalities.The project examined the following issues: -forced immigrants-the causes and consequences of forced migration-the impact of immigration detention on children-insufficient sensitivity towards immigrantsIt promoted and developt:-increasing social responsibility campaigns for migrants-social consciousness, social awareness , social sensitivity, tolerance, empathy for the immigrants and refugees-destroying stereotypes-entrepreneurship and volunteering skills of our students. The project activities were applied at five schools, the schools in the neighbourhood, NGOs in a local area, local community. Students, teenagers, parents, people in local community were the main actors.There were five stages of the project: - Searching immigration and refugees issue -Why do immigrants and refugees move to Europe searching for a happy life?-Getting familiar with refugees and immigrants (taking videos and preparing documentaries of them)-Organising social volunteering activities for them including as many people as possible-Disseminating project activities effectively in local, national and international areas to create spreading waves in Europe and across the world NUMBER AND PROFILE OF THE PARTICIPANTSTeenagers: 500 active+ 500 indirect : 1000Teachers: 50 direct + 50 indirect : 100Members of NGOs: 50 direct + 70 indirect: 120Administrative staff: 20 direct + 20 indirect: 40Parents: 300 direct + 300 indirect: 600Local community : 300 Total number of beneficiaries : Direct:920 Indirect: 1340 : 2260RESULTS AND IMPACTSThrough our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact to future projects and policy processes such as leading students to overcome lack of social skills, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project background and the main results, communication, and cognitive skills of students, cultivating effective partnerships between trainers, educators and community organizations so as to amplify our collective impact on the students.