The European Union has more than 70 years of peace guarantee. Peaceful coexistence of European nations is the result of mutual dialogue and cooperation. One of the main features of European culture is pluralism, which otherwise might be called - the multiplicity in unity. With the aim of keeping all the valuable traditions, we need a common concern for the opposition to the problem of intolerance and social exclusion. Our goal was to develop activities, working methods that have built in young people the attitude of openness and tolerance to wide-range differences resulting from culture, religion, financial status, disability and older age to counteract prejudices, xenophobia. We have built a social dialogue between different groups to prevent early school leaving, we have developed intercultural competences, we have increased motivation to learn, especially foreign languages, motivation to self-realization, improvement of ICT skills in creating the products of our project. The project was aimed at a community of partner school students who were threatened by social exclusion for various reasons (racial, religious, physical, cultural, health disability) as well as the others whose attitude could lead to their exclusion. Participation in the project was also important for teachers to acquire new skills, develop working methods that would prevent social exclusion in the school environment. The project activities have been attended by 1000 students and 70 teachers. We have also involved representatives of organizations in the project that have cooperated in various activities: immigrants from Africa with whom we met with Italy, elderly people who participated in Polish music and vocal workshops, students from Africa, with whom we discussed in Portugal, representatives of the Roma minority with whom we met in Slovakia, people with disabilities. The project included two types of educational activities: 1) activities pointing to the sources and consequences of intolerance, prejudice and lack of understanding; 2) activities aimed at preventing intolerance, social exclusion and building a cooperative attitude. The participants of the project have co-developed within the community the position of tolerance, respect for all cultures, have increased awareness of the diversity of European culture, have discussed and exchanged views with people of other worldview. They have improved their communication skills in English, which will be useful for their application on the labour market and in lifelong learning, as well as everyday communication with foreigners and ICT skills (by creating presentations, websites, Skype conferencing, eTwinning, film / video production). They have learned to cooperate in a multicultural, multilingual environment ( being prepared for future work in such an environment) and will be able to work in the future with people from different backgrounds, the elderly, people with disabilities. We have used various methods to implement activities: brainstorming, metaplan, lectures, problem-solving methods in finding solutions to project tasks; methods of exposure (film, exposure, demonstration in combination with experience); discussion (the aim was to encourage children to have a deeper understanding of the problems, to teach them communication skills and decision-making); educational games: simulation, decision making, psychological; practical courses and sports activities. The materials developed within the project have been provided to teachers of partner schools and used in these schools. The project outputs have been made available to local and regional community organizations and schools that have worked with us or have been interested in the issue of our project. Teachers, students and representatives of civil society organizations were invited to take part in workshops where they learned how to use the materials prepared during the project. At our schools we have created a tradition of Friendship Days - a feast of tolerance and the opportunity to learn about other cultures. Activities initiated during international cooperation continued during the implementation of projects on similar topics at the local level. Our schools regularly conducted various activities where we used materials that were NEVER project outputs. Throughout the project, we have cooperated with social organizations that have participated in project activities at the local level. We have established contact and cooperation with other organizations interested in the project and we have also prepared common participation in local and international projects for the future. We have worked with representatives of local, regional and educational institutions and provided them with information on the project, its objectives and results. During the meetings, these institutions supported the idea of our project, paying attention to the need to involve governmental organizations in promoting tolerance and preventing social exclusion.

The project was contextualized within higher-level vocational training, the need for students to contact the professional world during their format itinerary, and the need for a relationship between companies and training institutions, as an initial idea. Secondly, the other main element of the context is the heterogeneity and multiculturalism of the workgroups in the current labor market, and the convenience of including these formative factors within the students' curriculum.The objectives were detailed in the proposal and can be summarized in the following points:- The work of the students in a multicultural and heterogeneous team for the development of a software project.- The work of the students in a team led and managed by company professionals.- The acquisition of soft key skills derived from the planned action.The participants were 32 professional training students in the area of ​​software development. They came from four training institutions, from four different countries. The professional profile of the students (eight per country and institution) ranged from EQF 3-4 to EQF 5.The results achieved have been significant levels of competence in soft-skills related to teamwork, as well as technical skills in the application development sector.The impact has been significant in the institutions involved, of all types (training centers, companies, social agents), in different ways that will be detailed later in the report.As a long-term benefit, we must point out the strong ties between the participating institutions, which have already materialized in other collaborative project proposals presented.

"In the project,as we had aimed about in application form ,7 different schools from different countries of Europe came together, did some studies about using ICT in education efficiently by considering teacher,student,parent and society components; to support “EU aims for decreasing early school leaving rate to %10”, to struggle with factors that lead to disadvantageds, to create a society with increased awareness and to raise a digitally literate generation.To achieve those objectives mentioned above, we chose a blended learning way ""Flipped Learning Model ""which combines out of class learning and intraclass face to face learning activities and a perfect match for levels of Bloom Taxonomy .Project activities were based on innovative applications for ICT usage in education and transfering those good practices. Project activities were specified in sharing best flipped learning lesson applications with project partners and adapting those activities to all partner schools. As a methodology, based on SWOT analysis findings, benchmarking steps were followed.For TPMs that were held for teachers-2 from each country, there was a meeting at the beginning of the 1st year to make clear the activities for this same year to be planned.It helped project partners to get familiar with each other,also was a pre-preparation visit.A detailed work calendar was prepared for all 2 years.All partners reported the SWOT analysis results, made them a common document. Also the plan of dissemination, usage of project results was made up. Expected impacts, outputs were defined and It was considered on how and to whom dissemination would be done.The 2nd meeting was at the beginning of the 2nd year.Evaluation of deviations from the process was done.The 1st year's assessment and the 2nd year's planning were determined.The activities were planned and what to be done until the next staff meeting (C3)was made clear.Finally TPM3 was arranged for recapping of whole project – its activities, outcomes, impact, evaluation, dissemination, etc. It was also used for gathering project documentation and writing of final project report.The LTT1 and LTT2 were short-term joint staff meetings with totally 39 participants while the LTT3 and LTT4 were short-term exchange of pupils with 4 students and 1 accompanying person from each country. In those meetings,we analyzed SWOT analysis results reported at TPM1, presented local/national situations by taking benchmarking teams’ needs into consider, in the light of EU 2020 objectives and PISA 2015 results.Good exercises were experienced among partner schools, opportunities were created for new ideas.Partners had chance to compare education systems.They discussed advantages, disadvantages, good- bad examples and roles of students and teachers in Flipped Learning which is a blended learning way. Participant teachers joined flipped lessons and got trainings firstly, then they performed Flipped Lessons and students attended those flipped classroom in-class activities and caught the team spirit, learned how to work as a team.With their peers, they compared their local and general flipped learning experiences, gained motivation for learning foreign languages with the notion of bravery and entrepreneurship.We made changes about which country would be responsible of creating our project product ""Open Education Resource Platform""and being editor of other product "" Flipped Learning Lesson Guidance Book"". As different from our application form, we gave the task for the handbook to Portuguese team and for the platform Croatian team after evaulation of competences of each partner in the workshops and shared experiences.In the light of all studies, workshops during project process, all project team attended actively on creating the content of guidance handbook- for preparing a flipped lesson- ""Designing a Flipped Lesson:Before- During-After"" and open education resource which is a free member and can be benefited from many flipped course scenarios “Know-How Alliance Platform”.In project final festival; all works, outputs and project products were exhibited. We presented our 2 project products to all users from all over the world.At the end of the project, we implemented the post-test survey and analysed the results. When we compared the post one with the pre -test that we had implemented at the beginning of the 1st year we saw the conclusions that:-Students learned how to use digitals tools to search information online, use their smartphone to work.They increased the use of internet to study and research, taking notes while watching videos.-Teachers also increased knowledge of how to use digital tools to work with others and knowledge of performing flipped learning.The use of traditional teaching methods have decreased and active methodologies have increased.So, as expected, there´s an increase in ability of using “web 2.0 -3.0” tools and google apps, teachers have used innovative ICT based methodologies."

This project deals with a subject which is on the rise in the EU: health problems. Our partnership, formed by six partners, and after having examined we have got similar weaknesses and needs , but one potential strenght to contribute to the exchange of good practices, considered that a project was needed in order to further improve the quality of education regarding health awareness and to provide the students with this knowledge which is not regularly dealt in lessons. Therefore, a partnership formed by these six countries will work together to implement the project Health to Meet You (HealMe). The partner schools are:- Střední průmyslová škola Otrokovice (Czech Republic)- coordinator-Necmi Asfuroğlu Anadolu Lisesi (Turkey)- partner- Institut Marina (Spain)- partner-BG/BRG Leibnitz (Austria)-partner-Gimnazija Požega (Croatia)-partner-Nikraces pamatskola (Latvia)The project 's aims are:-To raise the level of awareness among students, teachers, parents and community about environmental factors, healthier habits needed regarding nutrition, doing sports increased at least 50%. -To use technologies, especially their mobile phones, consciously. The primary target audience will be pupils. Parents and teachers become role models concerning the use of screens-To analyse the educational contexts of all partners and base project activities on identified needs.-To promote the exchange of good and innovative practices and experiences between European schools through the development of teaching materials based on strategies to increase health knowledge among students and parents.-To develop pupils' skills researching, literacy, digital skills, and cross-curricular skills: critical thinking, collaboration, initiative, and communication. -To update and strengthen the professional competences of teachers regarding methodologies, dynamics and activities regarding health, developing their knowledge and skills in the design and organization of activities and lessons that help to increase awareness among students of health issues.By means of participating in an ad and slogan contest, handing out at a community level brochures and project posters, and taking part in workshops organised during mobilities, students (14-18 years) will become the main target of the project objectives regarding the increase of awareness needed. Families will be also involved in doing the activities included in the lessons guide so they will be also aware of the need to become role models for their children regarding healthy habits, screen use, nutrition, doing sports, making a good food choice, among others.The project implementation will be organised in different packages orchestrated by the project coordinator and implemented by all partners: management plan, dissemination & impact, mobilities,meetings & workshops, health dimensions: healthy lifetsyles(by Spain), screen use dimension(by Croatia), environmental factors dimension (by Czech Republic),diet dimension(by Turkey) and doing sports dimension (by Austria) which be the main aspect included on project wiki (coordination workspace).This project will follow these methodological basis:-Integrated PBL: curricular and involving different school subjects ( English, Biology, Chemistry, Social Sciences, Technology, PE, Health studies)-Mixed groups with students from schools in several project phases-Application Bloom’s taxonomy in the learning process- Reflective learning, formative and summative assessment:twinspace diaries, pre-test, post-test questionnaires,reports, articles,swot analysis, observation,work sessions,contests.- Through a waterfall management structure (initial assessment, plan, design, implement and ongoing assessment, verification, final assessment and maintenance), the Healthy Schools Guide will be developed.-Collaborative workRegarding project's results:-Development of a guide based on healthy habits that will contain 6 different dimensions (healthy lifestyles, environment, diet, screen time, get the beat, assessing advertising) designed by the partnership to increase awareness among students, teachers, parents and the community.-Students' etwinning project entitled Health to Meet You which will be the title of the final product e-magazine published on Issuu.-Project final fair.The students(14-18 years), who represent the main target group, will be involved continously planning,implementing, disseminating,evaluating.There are two levels regarding project's impact:developing competencies (communication,collaboration, autonomy,initiative,creativity),which are necessary to get ready for a world of work, learning and life, and increasing their awareness of the importance of health and becoming mature, autonomous, and critical thinkersThe project has a direct link to the Euro 2020 strategy for a healthier Europe in its proposal to keeping people healthy and active for longer.Our project slogan summarizes our main idea:“The Greatest Wealth is Health”.

MICA- Mechanical Industrial Collaborative Assignments is a project (2015-2018) focusing on the effective short term student workshops with close relation to local companies in Finland, Germany, Spain (Catalanya), Portugal, Poland and the Czech republic. During the project participating VET organisations design a common workshop curricula model and implement it through country-based curriculum and guidebook focused on sharing the practices with VET teachers and trainers. Local industrial workshop curriculum will be constructed according to the company needs, focus on future technical and lifelong learning skills. Curricula testing is done during country-based international workshops (14 days) and assessment is done with local companies, participating students and monitoring international teachers. There will be six workshops realized during the project and totally 60 technical VET students (with 12 hosting countries' students) will participate in the workshops. These students are selected mainly in the advanced level of studies and are able to manage demanding workshop tasks in the company environments. During the project totally 30 international technical VET teachers participate on monitoring/teaching, evaluation and peer-learning during workshop realizations (5 days). The aim of the project is to create a sustainable technical workshop model with curriculum and local recommendations within the network and also spread this curriculum and working model to other VET sectors. Modern technical VET elements, knowledge and information sharing is essential for the sustainable industrial development and constant modernisation of curricula. MICA is planned according to the process-testing in Leonardo partnership project IPAN - International Production Automation Network (2012-2014) where the process model was created and tested in 4 international workshops. Close company cooperation and use of modern machinery, new technologies and sharing of innovation is on the main focus of the project. Project aims to promote European industry's knowledge-intensive role in the world and increase the skills and competence of future industrial workers.MICA reached the goals and partners decided to provide similar international 2 weeks workshops also in the future. These workshops are coordinated by participating schools and they are open to other international partners. Next MICA workshop is 5/2019 in Finland.