Europe is experiencing the period of changes in the youth policy. Therefore, the legitimate integration of the youth into the society and business world is one of the most important challenges for Europe’s future. Thus, is necessary to develop cooperation between European countries in the field of youth policy, mainly in school and educational sectors in order to provide sustainable future for the young generation in Europe.In the context of European cooperation in the field of education and according to the goals and objectives of the “Strategy Europe 2020” and the EU Youth Strategy, we are planning, within the framework of the Erasmus + project, to help young people to find their way in the changing society and help them with the development of new competences. “We want to encourage young Europeans to be the employer of tomorrow” (EU commissar Günter Verheugen) and to support them on the way to the independentand self-sufficient life.Based on the fact that the EU Commission considers work with youth as a means for teaching entrepreneurship and, among other things, has the important goal of promoting the development of entrepreneurial skills of young Europeans. We intend to change the upward trend of the early school dropout and reduce unemployment among younger generation.On the contrary: the embedding of the development of entrepreneurial skills and competences relating to many school subjects has become an important issue in all partner schools.The main goal of the project is to promote entrepreneurial education through all project activities. To ensure active, creative and motivated youth participation in the entrepreneurship education, the project intends to use innovative digital media.For achieving this goal we want to focus on the development of entrepreneurial competencies in our schools and entrepreneurial way of thinking in many subjects, and regard this effort as one of the most important issues in all partner schools.Six European schools have already joined this project. Pupils aged 15-18 (5-8 representatives from each school) will be integrated to the project including pupils with low motivation and learning difficulties and pupils from socially disadvantaged families. Also, those who are open for innovations and those who are ready to share their experiences will be welcomed to participate in the project. Except project participants non-involved pupils, school classes, experts, parents and teachers will be also integrated into the project. We are planning to engage into this project local authorities and public members, political and media representatives from all partner countries.Successful work on the project and fruitful results can be achieved through creative activities and effective methods that are focused on teaching entrepreneurial thinking and practicing and are adapted to European environment.It has the aim to develop the entrepreneurial way of thinking and acting adapted to the European reality. Through the cooperation of companies and participation in working processes young participants will have the possibilities to experience real business environment. „Business fundamentals”– will be trained in school simulation firms, where the participants will work as company employees. Due to participation in the project activities youth will be encouraged to learn the entrepreneurial key competences and to develop such qualities as curiosity, self-initiative, team spirit, social efficiency and independence. The focus is set on all project activities aimed at the development of youth creativity containing the principle of Peer-to-Peer Learning. These activities should overcome the traditional teaching-learning methods, that have been elaborated for the lessons based on cooperative and practical methods in order to develop an entrepreneurial way of thinking and acting. All results (photos, videos and digital learning games etc.) will be published on the project website. These materials can be used any time and are open for wide audience. The results of this project and the products for the entrepreneurial way of thinking and acting can influence the school long-term learning process, where various school subjects are involved: economics, computer science, foreign languages, arts-and-crafts, biology, geography and others. From this project we are expecting the increase of teachers’ professional competencies through innovations and steady exchange processes that strengthen the development of European cooperation with the companies and their representatives. The innovative event “European Day of Entrepreneurship” will become a school tradition and will be aimed at more effective promotion of entrepreneurship education in schools, thus ensuring sustainability. With a view to a common European future, our project will promote innovation-driven growth through cross-border European cooperation and the best possible exchange of experiences.

"The background for the project is that we wanted to work on student motivation for learning foreign languages. The project's main goal is to increase the students motivation through applying new and innovative methods using new technology. We also want to develop professional teaching communities where we learn from each other and develop new ideas together. Through working on this project we aim to make our teachers and students more aware of the opportunities that lie within applying new technology in the foreign language classroom, and we also want to make them see how knowing different foreign languages may help them in the future. The main objectives of the project are:- To increase student motivation for learning foreign languages- To develop professional teaching communities that can inspire teachers to be more innovative in the foreign language classroom (Spread of good practices)- To develop some concrete lesson plans that can be used by foreign language teachers across EuropeWhen choosing the partners we decided on schools that offer the same foreign languages and that were equally interested in working on their student's motivation for these subjects. The participants in the project will be a selection of English, German and French teachers from all the five participating schools. In addition a number of student groups will also be involved in the project as recepients of the lesson plans we will develop. An important part of the lesson plans will involve communication between students at the different schools. The three most important activities will be the teacher workshops where we collaborate on making lesson plans, the teacher mobilities where we plan to visit each other, and observe and participate in the teaching using the newly created lesson plans, as well as communication between the students throughout the duration of the project.The most concrete end result will be our ""Foreign Languages for the future"" blog where our lesson plans are gatherd for future use in foreign language classrooms. Our results will also be presented here. Furthermore, we hope that working on this project will help to increase student's motivation for learning foreign languages, both through the use of new technology and also through helping them see the need for knowing foreign languages in the future. Another thing that we hope will be a lasting impact is that participation in this project can lead to teachers using more technology in the classroom, which again can lead to both students and teachers learning more and becoming more motivated. The long term benefits of this project we see as being for instance the contact we create between the schools. We can continue to use these connections to involve new student groups in communicating with each other also after the project period is over."

In times of increasingly scarce resources, the pupils working in the Erasmus+ project “Life at, in and with water” were made familiar with the facets of the sensitive substance water as a basis of life for humans, animals and plants. In the course of the exchange program they learned about cultural traditions, regional differences and peculiarities. In the subprojects they worked on the following topics in the context of living with water:-biological, chemical and physical examinations of water-groundwater and soft water – resources for life-Living at and in the water – human influenceThe project group’s students of the Weiltalschule Weilmünster acquired scientific competences working on experiments, going on field trips and taking part in the exchange program. In the course of the project the students produced a manual for elective science lessons. Through the dissemination of the material, many students were able to improve their language abilities as well as their scientific skills. The Slowakian students could improve their competences in acquiring the German language by taking part in exchange activities, video conferences, preparation of presentations and through exchange via social media. The German school drew on the multiple experiences of the partner schools in water- and chemical analysis (training of laboratory assistants in the Italian school, Slovakian upper secondary school) and made them available for the students of the ninth and tenth class in Weilmünster. During the project significant differences quantity of the water resources in terms of quality and quantity in all three countries became clearly evident. Those differences were prepared and made aware for the school communities in all three partner schools. The topic of the consequences of the summer of 2018, climate change and plastic waste were also addressed. The avoidance of plastic waste and the critical examination of the problem was also addressed in all three schools. During the course of the project the actions of “Fridays for Future” also contributed to raising awareness and sparked discussions.The results of the Erasmus + Project led to the participation in the energy-saving contest by co2 online. The results of the Erasmus+ projects led to the certification of the Weiltalschule as “Umweltschule des Landes Hessen” by the state of Hesse. A total of 56 people, including nine teachers, participated as travelers in the exchange activities. 3000 people were involved in the project by taking part in the dissemination activities. During the first transnational meeting arrangements concerning responsibilities, deadlines and evaluations were made. Through personal descriptions the students got to know each other and started to communicate over a variety of channels. The students could apply at all schools for the exchange program. At the Italian and Slowakian schools, learning German as a foreign language was a requirement for participating in the program. In the German school the elective course “Erasmus+ project-sciences” with three hours a week was established. The participating students worked intensively on the project for two school years. In the Italian and Slowakian schools study groups with the goal of working on the project were set up. All other students were involved in the project through the dissemination activities. Results of the subprojects were exchanged and differences identified.The German school took part in a reintroduction project of salmon in the river Weil and took over continuing sponsorships for salmon fishes. All presentations were prepared in German and English by the German students. The students received the Europass mobility as well ass the Europass CV which also includes language skills. During the last meeting in Weilmünster a joint project charter was voted on and handed over to the mayors and the government president. A handbook in German as a basis for the elective science course and in multilingual form with Slovakian and Italian translations for the teaching of German as a foreign language is available for Italian and Slovakian school. All results are available on the homepage of the project.

Since environment protection is a priority of the contemporary world, retraced in the Lisbon Strategy and then continued in the 2020 EU Strategy through the EU Environment Action Program up to 2020 and in compliance with EU educational policies, the eight schools aimed at finding the best strategies of approaching the field of environment protection at formal/non-formal level, and the joint creation of “transnational” teaching materials that could be used in any European country and that justified the necessity of this partnership. The objective of this project was to develop by multinational cooperation (exchange of good practices, use of innovative practices based on collaborative learning, critical thinking, ICT strategic use) instruments/methodologies/strategies able to facilitate teaching/learning within the long-standing education context specifically for the environment. We had these goals:1) Enhancement of ecological knowledge, abilities and formal/non-formal work competencies for 115 teachers of the nine partner schools with an aim at shaping a responsible attitude towards the environment within the educational/local communities of their origin.2) Enhancement of competencies of 375 students in identifying environmental needs and problems in the communities they belonged to and in initiating, implementing projects with the purpose of improving environment quality. 3) Development of the capacity of the 8 schools to develop an eco-civic behavior among students by cooperating with the community and the exchange of good and innovative practices. The project activities directly involved:- students with ages between 10-19 who developed their competencies in identifying/investigating environmental issues, in writing/implementing environmental projects - teachers opened towards an inter-institutional and international collaborative culture, interested in their own European environmental professional development at level- management teams of the 8 schools A teacher training curriculum, designed on environmental issues, was tested at partnership level and implemented in the eight schools. Teachers who benefited from joint training activities (on environmental issues and ICT)became training/information providers in their schools of origin. Participant meetings (teachers and students) with local partners involved in environment protection took place in order to identify, investigate local environmental problems. Teachers jointly elaborated projects for formal, non-formal integrated curriculum activities tested, adapted and improved at school level. Students, supported by teachers, designed/implemented school/local community environmental projects to solve the identified environmental problems. All activities had as results: ecology and ICT training of 35 teachers who became training/information providers for a minimum of 95 teachers within the 8 schools, finding solutions for local environmental problems together with local environment partners, training of students/teachers in project management, student environmental projects, exchange of good practices, a Methodological Guide for Formal/Non-formal Ecological Education and Environmental Projects, a Teacher Training Curriculum on Environmental Issues, a collection of ICT instruments integrated in ecological education, institutional development in the environmental education policy of the eight partner schools. There was a definite positive impact on students, teachers, schools, communities: a responsible attitude towards the environment was shaped and developed as well as a student environmentally aware behavior, teachers developed work competencies and abilities in terms of environmental education, digital competencies and of communication in English language were formed and refined, an improvement of institutional capacity of approaching long-standing development education and a development of inter-institutional cooperation relationships, a completion of the school-community-parents triad by involving parents into activities, stimulation of student desire to carry on learning thus preventing risk of early school leaving. Training of teachers at European standards , elaborated work instruments/strategies, exchange of good practices, opening of teachers and schools towards national/inter-sectorial/international cooperation announcing long-term benefits for partner institutions. Application of new environmental educational strategies, elaborated through joint effort, induced positive attitudinal and behavioral effects in participants who were able to act to maintain and improve environment quality in order to prevent future environmental problems.

"Europe is experiencing a moment of change. Therefore, a close acting together of the school sector in all European countries has become even more important in order to see Europe succeed in guaranteeing a common future for young generations. Our goal is to actively contribute to the common European goals and priorities by encouraging students to explore mutual European values. The connection should be tangible and perceptible, also based on the experience of the diverse cultural assets in the field of youth culture. In addition to a sound general education, our central task is to promote the students' ability to work together. This is especially important in public schools, where more and more students with different backgrounds, cultures, upbringing and financial need come together. In order to counter exclusion, discrimination, anti-migration, anti-European racism and a general hostility to Europe, an important building block is “getting to know and appreciate each other”. Through visiting each other and working together, the participants get to know other European countries and young people. Friendships develop between the schools, the teachers and the students, persisting to continue long after the project is finished. Non-participants (parents, community representatives, pupils) are also involved in the project and may find contacts with their corresponding European partner through this intercultural dialogue. Project work and the securing of results are carried out by using digital media. The young people are introduced to the reasonable use of new digital media, which can be extended in class and at work. Media literacy education, which has been included in many educational plans in Europe, is also promoted effectively that way. It is the digital media that enables open, differentiated forms of learning as well as opportunities to consider the individuality of the student and to support independent learning accordingly. In order to ensure sustainability, events on the topic of “European Heritage Rocks” will continue to take place in schools in the coming years. There is close cooperation not only with the municipalities, but also beyond the project with the schools participating in the project. When making the selection, care is taken to preferably involve students (age group 15 - 18, with a number of 5 to 8 students per school) from socially weak families with learning difficulties and/or potential school dropouts, especially including those with a migration background, in the project. Our project includes five important topics:- We are looking for or investigate European treasures that are particularly in the area of experience of young people and in which they can contribute very actively. The connecting structures of pop art, street art, folk dances and music within Europe should not only be worked out in various workshops but should also be internalized through active participation.- In the workshops we use new digital media such as tablets, smartphones, apps, editing software, professional camcorders and cameras. The results are published on a website from the last project, “European-Heritage.rocks”, which is expanded to include further examples.- In addition to the main theme of youth culture in pop art, street art, folk and modern music, traditional dances, we will also get to know other cultural treasures at the school locations such as the Art Nouveau in Riga, old handicrafts (violin making, weaving) and various cultural monuments (Linderhof Palace, the Episcopal Seat in Kromeriz and churches of different religions in Daugavpils and Canterbury).- The subject of cultural treasures should be included in the lesson plans of all schools in the coming years in order to achieve sustainability.- With the special design of our website we would like to encourage many European schools to take up this topic. In addition to our results, we also provide prepared working materials in German and English. The aim is to involve not only the participants, but all students and teachers as well as many other groups: experts, artisans, artists, musicians, parents and other family members, representatives of the authorities, the public, the media, political representatives and other relevant people of all partner countries. All of those mentioned should become aware of our concerns and encouraged to participate. The participants, the ""heirs of our heritage"" themselves become ambassadors for our European cultural heritage by ""tracing the common roots and values of the soul of Europe"" (quote: Minister of Culture Grütters)."