"The implementation of the ""RADWAN: The joy as an ambassador of children, the knowledge as the azimuth of modernity” project is to improve the conditions of education of schools from Croatia, Spain, Turkey and Poland. Preparing for responsibility and continuous activity is one of the tasks of the school. To answer this demand, it educates the basic and transversal skills. The project is addressed to parents, teachers, and especially to students aged 11-16 years, because they will be soon citizens of Europe with full rights.They should be aware of the value of continuous learning , personal and professional development also due to Europass. Students have become youth Tourist Guides at their area. The Junior Project Coordinator have been appointed. Parents should be a model for them. Children with their parents have worked at the project and actively participated in the digital society, by posting their work on the eTwinning portal and by hosting in their houses students from the partner countries. There were 120 people (guests, host school and local community) involved in the particular international meetings. It is estimated that 1500 people have taken part in various project activities. On the other hand the result of work have been disseminated in the local community and placed in the media so the scope of the project is larger. Thanks to exchange the teachers' experiences during the international meetings and the dissemination of good practices, participants influenced the reduction of differences in education and had the opportunity to introduce the innovative forms and methods of teaching. It included methods: mind map, board games, concepts comics, Questioning the Author, S@tm, "" peer learning"", WebQuest , CLIL. We presented the ideas and tools that could be used to create specific teaching techniques. The presented methodology included education based on the educational story, learning by action, learning through collaboration and the method of guided discovery. These types of methodologies were presented in teacher's creative book ""The method for success"", methodological guide , that is a set of tasks, brochures about old and new board games. They were also the final products of the project. They could be used in teaching focused on the students' competence acquisition and for the improvement of students' educational results to those who get results below the average. Teaching conferences, workshops and observation of lessons increased the qualifications of the teachers involved in the project in various fields - related to teaching / methodology of science, language learning and cooperation with parents; thus the increase of motivation to work. Old sports games and board games as well as joint educational activities were used to integrate and develop the communication skills of participants. Students involved in the project had the opportunity to gain comprehensive knowledge through its interdisciplinarity . Working in groups (also international) as well as the workshops and specially prepared practical classes allowed to develop student's rhetorical, listening and reading comprehension and writing skills. The detailed distribution and allocation of tasks was the chance to learn how to be responsible for myself and the whole team. It is worth noticing that the content implemented in the project was compatible to the school curriculum. Students deepened their knowledge and skills in the field of science. Through international cooperation, trips, constant contact through social networks and e- mail the mobility of virtual and real was developed. Through the exploration of board and sports games we encouraged the protection of cultural heritage. The project RADWAN has been focused on the acquisition of competences through education for cultural heritage. However, the cultural heritage was not a goal in itself, it was mean of facilitating learning and personal development as well as development of basic and transversal competences within the Erasmus + , such as the ability to work, communication, cultural expression, social skills and the use of media. Students created two new games, each with a partner country subtitled. The first ""Museum in a box"" restored the culture and history of the partner countries. It is an attractive form of bring nearer the cultural heritage for now and in the future. The second "" Mathematics in a box "" developed students' basic competences, the ability of analytical and synthetic thinking. The use of ICT in the project helped in information flow which enabled all stakeholders to benefit from our common cultural and natural resources. The students, working under the guidance of teachers and in cooperation with their parents, were prepared for independent and responsible use of the mass media, computers, the Internet."

Project „Welcome among us“ is a combined project of 5 partners from various sides of Europe.The project was intended for students from 11 to 15 years from the following schools:Catholic school of St. Vincent de Paul, Levice - SlovakiaPrimary school in Domcích Trutnov - Czech RepublcIstituto comprensivo Paolo Egidi - ItalyYahyalı Atatürk Ortaokulu - TurkeySaldus 2.vidusskola - LatviaThe project lasted for 28 months. It began 1.9.2015 and finished 1.1.2018There were total of 174 students and 58 teachers involved within the project. There are pedagogical workers, including project managers, or statutory representatives of schools. Besides that, there were also technical workers and assistant administrators from the rows of schoolworkers participating on the project. The project was also counting with participants from a disadvantaged group of students. /a count of 15/The project had a geographically – regional aspect. The students processed information about selected naturally – historical objects of their region, about which they informed their partners about during the visit of their given state. They have created a comprehensive overview of the most important objects of tourism in their living space. They promoted their region and focus on the problematic of toursim with all of its attributes, including the infrastructure and promoting.The frequentants of the project worked in their schools under the guidance of the educators directly during the classes, where the project’s topics wereinserted as cross-cutting issues of the education subjects – geography, history, or regional education.The next part of the project wasshort – term student exchanges in each country according to a predetermined schedule. There were also two planned meetings of the transnational project team, containing 2 participants from each country. Both meetings were organized by the project’s coordinator – the slovakian school.Description of short – term student exchange in each partner country:5 days of activities + 2 days counted for the trip for participants. Total participants: 8 students and 3 adults / teachers /. Completing the activity programme – visiting selected geographical objects, documentation of said objects – photography, video, description.... Jointly processing of the topic in English and native languages. Aside from that, there was an ongoing meeting of the project team, which judged, plans out and analyzes other procedures.The end result of the project is educational material in the form of a printed publication. It is a material named „Bedeker“ / a book travelling guide /. The guide is created in all languages of the project partners, that means Slovak/Czech/Italian/Turkish/Latvian, and, of course, English. The students were involved in creation of the Bedeker, guided by their teachers. The material for Bedeker was processed continuously during the entire running of the project, and it’s summarization was conducted during the individual mobilities. The material has its text part, map part and picture attachement. Pictures for the Bedeker were created by the students themselves during their visits to partner schools. The approximate number of published Bedekers is 1000 units / each school 200 units /. The published Bedekers was served as educational material in given schools when teaching geography, history or regional education. Bedeker was also prepared in multimedial form in the form of DVD. This material is , aside from text, speaken word and photography, enhanced with video entries. The project „Welcome among us“ was trying to enhance the educational process via various innovative methods, mainly through activities that bring new forms of education into learning.This project carry the connection between multiple objects of education. The common denominator of these activities is the model form of business in tourism. We wanted to give the children a better sense for initiative and business, which allows them to orientate better in employment and potential creation of their own businesses.We are aware of how imporant the higher level of digital competency is, and as such it is necessary to implement and improve it at the lower level of education already. This more modern, dynamic and professional enviroment will allow the children to learn for their future competencies, which certainly involve digital competence.It is necessary to constantly increase the knowledge of foreign languages among children, be it through cooperation with partners from different countries.This form of education brings a permannently maintainable growth to the school, a better position among the competition of other schools and getting into public eye. The experience with implementing the project will remain for a long time as competencies among the teachers, who can help to improve their schools with their future work.

"CONTEX/BACKGROUND:Inclusive education and class management techniques have beeen used in order that students with learning difficulty were successful. Children with difficulty in one or more disciplinary areas sometimes need one-to-one education so special educationservices provided support for these students. Different approaches have been used in teaching students with learning disabilities. Teaching has been organised acccording to the student's level and interest, educational programmes sometimes were individualized and we focused attention on teaching skills. It should be considered that individuals with learning disabilities might be in expectation of failure and we tried to change this idea. Success in realization of these applications depends on the special instructor and/or the teacher's knowing different teaching approaches, techniques and using them.OBJECTIVES:1)we have promoted equity, social cohesion and inclusive education through school education by discovering and exchanging good practices of partner schools;2)a deep aproach to our students in all aspects, increasing success by taking precautions to eliminate the causes of learning inadequacy in the extent of our opportunities, providing the student with a maximum learning and development level;3) starting from the important teaching principle of ""according to the child"", teaching students with learning disabilities has been done by associating method to their level;4)we prevented the feeling of being outsider by making them feel that they're taken care of specially;5) we made them believe that they can be successful by seeing the improvement in themselves;6) we have tried to the solution of their psychological problems corresponding with their educational success;7) we took the support of parents and raising awareness because of this project;8) we have made this kind of students healthy and honorable individuals of the society by making them ""adequate for themselves""NUMBER AND PROFILE OF PARTICIPANTS• 4 European secondary schools from 4 countries in Spain, Croatia, Italy and Turkey, all having curricular and/or extra-curricular programmes for citizenship education;• 15 teachers in the given schools committed to citizenship education;• 20-25 secondary school students in each school, mostly above the age of 15DESCRIPTION OF ACTIVITIESAs Ankara (turkey) and Umea(Sweden) left the Project in September 2017, we had to do some arrangements.1. PreparationA/ Setting up project management, selecting students, logo contest, creating website;B/ Preparing project meetings and student exchanges;C/ Reasigment of tasks due to exit of Ankara (Turkey) and Umea (Sweden) teams.D/ Reorganization of number of participants in mobilities (National agency aproved these changes)2. ImplementationA/ After-school workshops for students were organised;B/ Transnational project meetings were held at each school for studying good practices;C/ Short-term student exchanges for experiencing extra-curricular activities in inclusive education took place in Croatia and Italy, taking 2 more students in each as there was no meeting in Sweden;D/ Creating a list of possible activities for SEN students and flashmob video uploaded to the project website.METHODOLOGYIn LTT exchanges: ’learning by doing’ - transnational group work/pair work, interactive transnational workshops, presentations, lectures, discussions, board games, films, sports, music, dances, arts and crafts, monitoring and evaluating progress, makingsurveys, etc.. We were opened to suggestions from students and teachers, adopting ideas from other teams or countriesEDUCATIONAL EVALUATION:Educational evaluation is the process of determining the level of student's functioning, shedding light on educational decisions and serving the purpose of education directly.With this project, we aimed to make the educational evaluation of the students with learning disabilities (SEN) based on the curriculum and determining the level of student's skills in connection with the class curriculum. In these evaluations informal and criterion referenced test and questionnaires and interviews with families have been used.RESULTS AND IMPACT:Through the project activities, the participants were able to develop social skills and pupils with learning disabilities did not feel left out in the learning environment anymore.Students, Educators, Administrative Staff, Families and Direct as well as indirect participants of the project gained consciousness about types of learning disabilities and how to deal with them.Project activities provided linguistic and interpersonal intelligence skills to project students. The flashmob has been a highlight at every school partner.They received the necessity of tolerance and inclusion of different cultures and each other and was aware of the fact that we come from the same family in this cosmos, even though we are the different members of it and we demand to protect our values since each culture is unique."

All together for inclusion our project wanted to foster young people´s competences and skills through a linguistic, methodical and educational path that aimed at enhancing knowledge of students about their possibilities in planning their professional career, about the different ways to step into the world of work and to be able to evaluate their chances on the European job market.The need to discover for teachers new approaches and procedures lead the exchange of best practises and methods each partner uses to prepare students to the world of work.The project contributed the achievement of language, character, computer skills.The project aimed to increase the self- awarness of students, to aquire and improve linguistic English skills, self- confidence, skills in self- organizing and life skills they need for their later career.The concrete main objectives oft he project were*provide professional guidance and counseling for students, enhance career and educational support services;*show teachers and other staff different methods of teaching; give them a chance to adopt new approaches, techniques and good practice;The partnership was made of six partners from 5 countries: Turkey, Spain, Romania, England and Germany. All had different experiences in preparing their students for their later professional way in life. Each had experience with inclusion problems, too. The way partners organize the preparation of students is as different as the ways students start a successful career. Germany is on a special position, because it is the only partner, where the students are trained for the jobs in a theoretical and practical way.Depending on it the methods and practises at school are different from the others, too. Some of them had previous experiences in participating on European projects and on eTwinning projects. Each school had a specific task: The German school- the coordinator- monitoring the information flow, draw up the final roduct, gadgets; the Turkish school from Corum introduction poster; the Turkish school from Ankara the homepage;the Romanian school the survey; the Spanish school facebookpage;the English school booklet about participating countries and partners.The undertaken activities have been made with the purpose of developing skills and knowledge of students, teachers and community about the different ways students follow in each country and to adapt them in their curricular. Some had been done the same in each partner- country ( Career Day, Career Booklet, seminars with employers, students, stuff and community) Some have been done in a different way at each partner, because of the different ways of preparing fort he world of work.( Germany: introducing the main employer of the region, the way students can get an apprenticeship there, the basics, needs and conditions you have to fulfil, introducing the procedure students have to pass before they gat an apprenticeship// Spain: Career Fair// England: introducing the different colleges students can attend and the change in education now) The students’ involvement in activities have been active and in presence and have been based on co-operative learning, peer-to-peer collaboration, use of I.C.T. tools.The partnership has realized the web- site and facebook- site, videos and presentations for/ after each mobility, Erasmus- corners at each school, initial survey, project logo, recource book, handouts, articals on local newspapers, leaflets, seminar, gadgets (banners, keychains, caps, rucksacks…)The results and impacts were in three different levels: schools, teachers, students.At a school level: strengthen partnerships and develop them focussing on supporting opportunities for students to engage in active learning in a practical European context.increase in students’ involvement in the European citizenship, whereby, in contributing their views, time and talents, bring positive change in the school and the community.better reputation and acknowledgement on a local, national and European level.At a teachers level: new pedagogical approachesmotivating students to participate actively in school, out-of-school or extracurricular activities. At a students level: experience an improvement of their life skills and competences needed as future active and critical citizens by linking current learning to future real life situations, especially in their choice of careerstrengthen their self-awareness, self-confidence, responsibility, knowledge, capabilities.

"More Peaceful Schools; Stop violence and provide safety in School Education is a 2016 24 month Erasmus + K219 project, involving only schools. The exchange of good practices is the main objective of this project of the ""Strategic Partnerships"" action coordinated by the Bezmiliana IES (Rincón de la Victoria). The main horizontal priority of the project is performance and efficiency in learning, for which non-formal methods will be used and emphasis will be placed on the use of new technologies as a learning tool. It is intended that the students of the participating centers participate in the creation of a communication network, which will allow to acquire new linguistic and technological competences. At the same time, it is also intended that students become aware of the meaning of European citizenship and the globalized environment in which they will develop their professional careers. Respect for other nationalities, other cultures and other religions is another priority of the project, hence the diversity of participating schools. Other priorities of the project are to offer a quality education and strengthen the profile of the teacher, this is achieved by improving skills in the resolution of different types of conflicts and the acquisition of digital skills in both teachers and students. Six educational schools from 5 countries (Turkey, Spain, Italy, United Kingdom, Poland) participate in the project. The election of the participants ensures diversity in terms of students and faculty; thus we can find confessional centers (Catholic and Muslim), non-denominational, public, private. IES Bezmiliana, Spain: Center with 1500 students of secondary education and vocational trainingMehmetçik Anadolu Lisesi, Corum (Turkey): It has 1000 students in secondary education and has an internshipIstituto Comprensivo Corrado Melone, Italy: Secondary education school for 1000 studentsXIV Liceum Ogolnoksztalcace, Poland: 450 students receive vocational training classesOaklands Catholic School, United Kingdom: Secondary education school with 1400 studentsYenimahalle Ataturk Ortaokulu Ankara (Turkey): Provides secondary education to 1400 students It is a project that has a large number of activities, highlighting those aimed at the control of anger by students and teachers, activities on road safety, safety in the event of an incident or catastrophe and safety in the use of new technologies. Workshops of mindfulness and informal seminars; these last ones also destined to the tutors of the students.Interactive games have been developed for the knowledge of road signs, as a way to ensure safe access to / from a school. This activity has been accompanied by seminars (given by experts) about road safety.The students have prepared brochures that cover all the objectives included in the project.The celebration of the international day of homophobia, transphobia and biphobia has been organized.Music therapy workshops have been developed to improve socialization and reduce the stress of students and teachers.They have organized informal seminars aimed at students and their legal guardians in which they show how they should act in situations that can occur in the school (evacuations, bullying, bullying on the network). The results obtained from the project are available on the website created specifically for the project, https://sites.google.com/view/morepeacefulschools/, where it is possible to see videos of the activities carried out, results of the surveys, brochures and in general all the materials produced during the project, and publicly. A private learning platform has been created, https://www.ies-bezmiliana.org/mps/, where it is possible to access courses on security on the internet.As a long-term benefit we can highlight the use by teachers of new tools, moodle online teaching platform, google tools, forms, video channel. This knowledge will result in the quality of the teaching that it will offer to its future students. The use of outputs produced will help schools with the development of a comprehensive plan that allows the creation of a safe school. The material outputs of the project, such as brochures, videos and presentations, will be used in the educational schools later. The moodle platform created for this purpose will continue to function and its contents can be used later. The acquired experience by the students will allow them to work in groups, develop personal and social skills, improve their linguistic skills, have a European conscience."