The project is mainly focus on the characteristics of various European countries which have many similarities and differences.Cultural diversity is an essential condition of human society, brought about by cross-border migration, the claim of national and other minorities to a distinct cultural identity, the cultural effects of globalisation, the growing interdependence between all world regions and the advances of information.Cultural diversity is also an economic, social and political plus, which needs to be developed and adequately managed. On the other hand, increasing cultural diversity brings about new social and political challenges. Cultural diversity often triggers fear and rejection. Stereotyping, racism, xenophobia, intolerance, discrimination and violence can threaten peace and the very essence of local and national communities.Dialogue between cultures, the oldest and most fundamental mode of democratic conversation, is an antidote to rejection and violence. Its objective is to enable us to live together peacefully and constructively in a multicultural world and to develop a sense of community and belonging.In a general sense, the objective of intercultural dialogue is to learn to live together peacefully and constructively in a multicultural world and to develop a sense of community and belonging. Intercultural dialogue can also be a tool for the prevention and resolution of conflicts by enhancing the respect for human rights, democracy and the rule of law. More specifically, the following goals have been outlined:To share visions of the world, to understand and learn from those that do not see the world with the same perspective we do;To identify similarities and differences between different cultural traditions and perceptions;To achieve a consensus that disputes should not be resolved by violence;To help manage cultural diversity in a democratic manner, by making the necessary adjustments to all types of existing social and political arrangements;To bridge the divide between those who perceive diversity as a threat and those who view it as an enrichment;To share best practices particularly in the areas of intercultural dialogue, the democratic management of social diversity and the promotion of social cohesion;To promote cooperation between partner schools and so countries, contribute to the promotion of cultural heritage; approach with respect to national and regional diversity and at the same time bring the common cultural heritage to the fore.“Intercultural dialogue is an open and respectful exchange of views between individuals and groups belonging to different cultures that leads to a deeper understanding of the other's global perception.”The basic purpose of the project is to break the barriers between nations such as religious, linguistic, racial and cultural differences. The aims are to build a cultural support to the students, teachers and local community and to help them in crossing the barriers which are forced upon them by concepts such as different races, languages, and cultural values.Second aim of the project is to advance cooperation between partner countries and international institutions competent in the field of education and culture with respect to diversity of cultures and to develop synergy to encourage the ways of protecting the intangible and tangible cultural heritage.Third aim of the project is to train individuals, integrated to the cultural identity of our age at all, approaching with respect and understanding to different cultures, owing and recognizing cultural richness and diversity, seeing culture as area for creating not demanding resources, and believing in the necessity of creating economic and social sustainability.The action's overall objective is to contribute to implementing the Convention for the Safeguarding of the Common Cultural Heritage. The basics of this project fit with the general framework and principles of European Union‘s Lisbon Convention and UNESCO's Convention on the protection and promotion of the diversity of cultural expressions (20.10.2005); objectives concerning recognition and promotion of cultural diversity, intercultural dialogue and sustainable development.Our target group are teachers, students and their families. Our project has a strong focus on pupil participation. ERASMUS+ Programmes suppose intercultural dialogue, as partners from different countries and cultures are involved. Any discrimination, national or religious is excluded. This project will offer the occasion of a better acquaintance between countries, their residents, as well as the way of promotion of intercultural education against the racism and xenophobia.

"“UniDiversity"" is a project about cultural identity and has to do with those characteristics that define us and make us belong to a group of people, community or country. That’s why, we worked on different issues such as language, family, religion, education, gastronomy, politics, climate, customs, traditions, lifestyle, music, art etc, organized into four main topics for research: 1. Role of women. We studied the traditional roles given to men and women in the different countries and the development of the role of women in the last century. We paid special attention to all the messages that our culture through music, cinema , etc transmits us about what a woman is supposed to be and we discussed about gender violence. 2. Prejudices and stereotypes. What did we think about ourselves and about the others? Did it affect our attitude towards the migrants? 3. Globalization and different lifestyles. We analysed how globalization was affecting our way of living and we saw advantages and disadvantages. Were we losing our national identity because of globalization? We also studied about the use of the internet, social networks, mobile phones etc. 4. Festivals and traditions. It is impossible to deny the influence of culture in our way of thinking. That’s why we wanted to get to know about different festivities, their origins and similarities among the countries. 5. Education system and citizen participation. We compared our different education systems and the different ways to participate as critical citizens in our society. These were the countries involved in: Spain, Poland and Romania and these were the different contributions that each organization brought to our project: - Spain. We focused on the topic of women because of its catholic and macho culture. Many cases of gender-based violence were taking place and we wanted to find out whether it only happened in our country or it had become a global problem. - Rumania. We worked on festivals and traditions as it was interesting to see its similarities to Spain ( gypsy community and Latin language) and also for being a religious country where many ethnic groups lived up together.- Poland. Being one of the relatively recent countries that joined the European Union after the fall of communism, we were interested in getting to know how this transition had taken place, how it had affected people in its opening towards Europe and the impact on its economy and society. We also dealt with prejudices and stereotypes because of the high number of migrants in our countries; we wanted to look into the problem of refugees and its possible solutions. Finally, we compared the different education systems and the citizen participation in each of the countries. The purpose of all the activities was to promote among the students the development of skills such as the empathy, teamwork, critical thinking, dialogue…and to reach this objective we had to think about our differences. Were they as deep as we could fancy? What did we have in common? Was there anything that could be called national identity? And if it was so, could we make of it a source of enrichment? Our methodology was active and collaborative based on the use of the new technologies and the different tools from the web 2.0 such as Blog, Youtube, Facebook, Twitter, Instagram etc. Our students, between 16 and 18 years old accessed knowledge from a constructivist perspective, they learnt ""by doing"" and they were working on the different activities in national and international cooperative teams sharing goals in order to maximize the learning. Videos, podcasts, digital books etc were made and shared on the net. Afterwards, we shared conclusions and reflected on our previous work when meeting up in a country. Workshops were carried out and the final products, after each visit, were uploaded to the various digital platforms too (e-twinning, blog, etc).There was a constant diffusion of the project and there were exhibitions, exhibitions and presentations throughout the process, having a greater impact than expected. Our project has been a “pro human” project, with an individual-centred approach. Learning from ourselves and from the others has turned us into more tolerant, generous, critical, supportive and understanding people and and this is an important form of social integration to build a better world. Once the project is over, we can say that we have achieved our initial objectives. We have managed to foster respect for different cultures and we have also learned from our own experience that diversity truly enriches us. ""UniDiversity"" has allowed us to reflect on our identity and turn the process into a source of enrichment through teamwork and by sharing our ideas, knowledge, cultures, experiences and emotions."

The project „Learning through Cooperation , Collaboration and Innovation“ is a two-year-project in which will take part six schools coming from six countries- Bulgaria, Portugal, Romania, Sweden,Spain and Greece.The project will involve directly more than 300 students, aged 14-19, and about 60 teachers, working in different educational spheres,such as Maths, History, Literature, Geography, Languages, ICT, Philosophy.Indirectly more than 4000 students and staff will get engaged in the organization and implementation of the project activities.The project aims at contributing to the internationalization of the education offered by the project schools through the creation of a commondatabase of innovative, student-centered, curricula-based educational resources, which can be used not only by the project countries but trans-nationally, once they are uploaded in e-twinning, Office 365, the website of the project, YouTube. Facebook, etc. The use of the same lesson units and tests, questionnaires and other evaluative materials, aims at leveling the educational standards of the partner schools and thus at more easily recognizable skills and qualifications within and across national borders.The project foresees seven LTTAs -one short-term joint staff training event and six short-term exchanges of groups of pupils15 teachers will get the chance to participate in a LTTA on IT in which they will exchange experience and get acquainted with the creation of virtual and flipped classrooms, They will also learn how to create simple audio, video and text lessons,record their virtual classroom sessions, give playback access to their students learn how to create tests and quizzes through Kahoot; The main topics to be addressed during the six Short-term exchanges of groups of pupils will be related to the history, religion, geography, cultural and oral heritage of the project countries as well as mathematics; team based learning; teens and the new technologies. Тo develop the themes, participants will take advantage of the unlimited possibilities offered by the Internet as a source of information. and through cooperating, collaborating and searching the net, they will use the developed materials to produce a variety of curricula –based OERs, such as flipped classes, audio-visual presentations ,infographics, quizzes, films, questionnaires, tests, which will make the learning material more visualized, attractive and comprehensible for students and thus it will also address the students with a low achievement in basic skills. The students will collaborate and cooperate in transnational teams, working on student-centered, task-based activities allowing them to act as guides and lecturers, make films, present their products, discuss, summarize, analyze, which will lead to their increased capacity to work at international level, enhance their sense of initiative and entrepreneurship, make them more independent in their study, reinforce the cooperation and collaboration with the partners from the participant countries , make them more tolerant, help them overcome stereotypes, value and develop trust and friendship across the borders of Europe.Teachers will have new resources prepared by an international collaboration, experiencing a professional growth and contributing to the development of their school.The participants will get a great chance to acquaint with some natural wonders and UNESCO’s world Heritage sites of the partner countries, their historical, oral and cultural heritage which will: enrich their knowledge of History, Literature, Geography, Philosophy, Art; foster their inter cultural awareness; make them more open to the world; help them overcome cultural differences; help them communicate more easily across different borders and languages and act effectively in making a difference to our societySince each participating institution has its own particularities, participants can learn a lot from each other and integrate what they have learned into practice: new teaching/learning methods, new ways of making students be creative and motivated for learning.There are significant linguistic benefits for all participants since the collaborative work and the activities rely on intensive use of English. The results of the project will have a strong European dimension because they are created through cooperation among students of different ages, nationalities, genders, and they reflect past-present but also future aspirations, representing a starting point in future collaborations and encouraging mobilities around Europe.We expect this project to have a great impact on our schools and local communities. Its expected outputs have been devised to sustainable open access resources, which will remain accessible on the Internet, and which may be easily exploited by other schools and educational institutions all over the world

"""World of Work"" was a student and teacher based two-year project addressing the specific objectives of the Europe 2020 Strategy as outlined by European Commissioner Jean-Claude Juncker in his 2014 agenda for Jobs, Growth, Fairness and Democratic Change. The main objective of this partnership was to develop students' skills (both hard and soft) and employability and to develop teachers' ability to teach students these skills. We realized all the schools more or less face similar challenges and needs to be addressed before starting project. The students commented that they felt unready for the world of work and that they were having hard time in focusing their attention in lessons. They also complained they were expected to focus on just academic success or vocational qualification but they felt unsure of what skills are required at the next level of education or for various professions in the world of work. Besides they had problems making decisions about their future careers . The teachers commented that they didn't know how skills can be taught in the best way in classes and assessing the acquisition of skills was a great challenge for them. The partnership had two primary objectives, one aimed at students and one aimed at teachers: 1- Concerning the students; to equip them with both hard and soft skills that can encourage each student to participate effectively and constructively in the workplace and socially both inside and outside their own countries. 2- Concerning the teachers, to strengthen teacher's skills based teaching practice through transnational cooperation and by adopting innovative, effective and new methods and tools in order to bridge the gap between education and employability skills. The target groups and stakeholders of this project were the students and the teachers that participate directly in the project; the other students and teachers of the 6 participating schools; the local business communities such as experts from employment bureaus, chambers of commerce, companies; other schools as local stakeholders; universities; educational authorities; families; and the students and teachers from other schools in Europe. The expected results were both of tangible and non-tangible character. The tangible results were: an e-book (the final product); a toolbox of skills; the project related videos created by the students; a toolbox for teaching and assessment of skills; a collection of lesson plans prepared according to the innovative lesson plan model; a board game; a promotional poster, brochure, video and the project logo; the project website; the e-twinning group; the twinspace project on e-twinning; an innovative product or service based on students' coding experience; the students' professional portfolios; the learning diaries; the online newspapers, two surveys to evaluate the success of the project, the students’ blogs and the promotional video. Referring to the non-tangible results, it was expected the students will become more creative and enterprising and hold a practical experience in communication and collaboration, critical thinking, problem solving, decision making, meta cognition, personal learning strategies, citizenship, life (and career) skills, personal and social responsibility, cultural awareness and expression, interpersonal and intercultural skills. Thus, the students would become more motivated to stay at school and continue with a higher education. We also expect an enormous increase in the teachers' skills based teaching practice through transnational cooperation and by adopting innovative, effective and new methods and tools. During the two year project duration, there were take place more transnational meetings and 4 learning/teaching/training activities . The first transnational meeting at the beginning of project was for planning and preparation purposes while the final was organised for the evaluation and the sustainability of the project. All the learning/teaching/training activities were a unique opportunity for the participating students to explore and be equipped with the skills required in the world of work. There were teacher that also take place training alongside with each meeting. The most important result was the e-book, which contains the toolbox for teaching and assessment of skills and innovative lesson plan model as teaching materials. The project also contributed to a well-qualified and highly motivated workforce in Europe. The employers are able to access the workforce with the skills they need. We worked hard to become a good example for similar educational organizations and, if possible, we want to help our colleagues, all school stakeholders and NAs in promoting the Erasmus+ projects about teaching and assessing skills."

Our project was based on the cooperation of seven joint schools which agreed on peace and democracy education and our partners represent contrasting socioeconomic backgrounds, and a diverse collection of communities across Europe.This project mainly aimed to contribute to the understanding and the promotion of culture of living together among the diverse members of our society, from peers, to strangers, to adults, to figures of authority. Building of a peaceful world is one of the biggest challenges for families, schools, communities and governments. Peace begins at home, spreads to school activities and leaves at school halls, expands to the community, becomes part of the workplace, participates in global inequities, injustice-oriented activities.Enlightened rational citizens who respect human dignity and who share a commitment to equality and working towards a common goal are necessary if world peace is to be sustained. The project claimed that education plays a quite critical role. This project was going to support teachers and students for peace, citizenship, human rights and democracy education.The project contributed to the understanding and the promotion of culture of living together among the diverse members of our society, from peers, to strangers, to adults, to figures of authority. The diversity of cultures and ethnicities of our city and our schools provided a unique opportunity for participants to show their visual expression of how best they could achieve positive results in this area. It also gave our young people the chance to deal with real community, world issues and work for intercultural understanding and global peace possible.This action was mainly targeting the students who are the owners of future. That is why all of our activities were student oriented and could only be accomplished with their participation. The aim of these activities was to enable the students to gain knowledge and abilities which they can use in future. Believing that youth is the key to the future, what the students learn determines the quality of life as the time passes. The values that children develop and then adopt as adults directly affect our quality of life.The project methodology was based on the concept of interdisciplinary teaching as a means to improve the quality of education. Our aim was to approach key issues from a different perspective of subjects, cultures and languages by providing more comprehensive understanding of civic issues in a European context.The project had three major emphases:• The meaning of learning to live together;• The core and related values needed to live together successfully and peacefully;• The development of learning experiences that will help teachers and students actualize such values. Knowledge and behavioral objectives of the project:• To reinforce the contribution of lifelong learning to social cohesion, active citizenship, intercultural dialogue, gender equality and personal fulfilment• To reinforce the role of lifelong learning in creating a sense of European citizenship based on understanding and respect for human rights and democracy, and encouraging tolerance and respect for other peoples and cultures• To enhance the quality and European dimension of youth training• To help young people acquire the basic life-skills and competences necessary for their personal development, for future employment and for active European citizenship• Promoting an awareness of the importance of cultural and linguistic diversity within Europe, as well as of the need to combat racism, prejudice and xenophobia• Promoting equality between men and women and contributing to combating all forms of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation• To support improvements in pedagogical approaches and school management• Reducing early school leaving, improving the learning of students with migrant background as well as promoting gender equality and inclusive approaches to learning. In addition to this, the goals of education for peace will be;• To develop in individuals the skills of interpersonal communication in order to promote understanding, acceptance and tolerance;• To create an awareness of the solidarity of humankind irrespective of race, religion, creed and culture;• To enhance the quality of human relationships through a sense of dignity and equality, mutual trust, and an appreciation of others’ beliefs and cultures;• To develop effective democratic decision making that will lead to equity, justice and peace;• To promote active participation in all aspects of social life, and to ensure freedom of expression. belief, and worship;• To create awareness of the importance of living in harmony with each other and with the environment;”