The prevention of early school leaving is one of the European Union's main priorities. This Erasmus+ project is totally in line with this priority. The originality of the project will be that we are taking into account the child's environment and that we plan to cross formal and non-formal learning approaches to find solutions to early school leaving. Our three partner countries come to the same conclusion: pupils aged 13 or 14 who see their results drop and who tend to keep a low profile. Troubled familial background, learning and school difficulties and a huge loss of motivation are the common denominator for these students. Each country has developed solutions or schemes that are more or less efficient regarding this issue, but the European Commission's study on the phenomenon place our three countries below the median rate:- Romania is the 3rd country in the EU regarding school leaving rates with 18.5% of school leavers,- The UK is the 8th country with 11.2% of school leavers,- France is the 13th country with 8.8% of school leavers.Considering these results, we aim to change our students' direction to go back to school. In order to have a wider insight, we will join up with five other partners as follows:The University of Exeter will be collecting data from all the partner countries, while the social enterprise CN4C will bring pupils back to school in the deprived area they work in. In France, we will have two secondary schools (one from a rural area and the other from an urban area). An association will link up with the families to understand better the extracurricular environment of the students. Romania, facing other challenges linked to their gypsy community, will help understand what impact a certain way of life can have on early school leaving. For 24 months, the students will be the authors and the actors of small documentaries about the evolution of the child, at school and at home. They will make a chapter of the final scenario while testing the different solutions experimented in the partner countries. An assessment regarding the situation in families will be made. After the transnational meetings, the staff members will take stock of the experimented strategies. The students will be able to test the solutions from other countries themselves and we will measure the impact on their school performance but also on their personal life at home.This will be the object of the serious game creation process. This game will develop the different paths to change one's behaviour when facing a educational or personal difficulty. That way, we will have defined a common profile to go back to school. We will prove that this project will help the students gain in self-esteem and risk taking to choose an effective strategy to succeed. In the long term, we would like this adventure to be accessible to all in Europe, via the creation of our serious game.

"Studies and analysis of various scientific research indicate that preschool education lacks of variety of teaching strategies and approaches. The preschool teachers tend to develop unfounded fears of new teaching strategies and try to avoid crossing ""safe circle"" of traditional teaching ways. That means poorer attitude to the preschool education as a less important to the pupils than basic school education.The project „Puppets mission: childhood without borders“ is based on a philosophy of holistic education and aims to encourage preschool teachers to integrate new, less used teaching strategies to the practical process of education. Incorporation the cultural knowledge and preschool experience from project partner schools of Lithuania, the Netherlands, Republic of Macedonia, Bulgaria, Spain, Italy, Romania and Portugal will be accomplished. The project involves 9 partners from eight European countries:• Kindergarten „Žilvitis“, Lithuania (Kaunas dist.);• Sbo de Bolder, Netherlands (Franeker);• Istituto Comprensivo ""Giuseppe Lombardo Radice"", Italy (Siracusa);• OOU Goce Delcev, Macedonia (Kavadarci);• Scoala Gimnaziala Ioan Bancescu Adancata, Romania (Suceava);• Kindergartens Latinka and Izvorche, Bulgaria (Shumen);• Agrupamento de Escolas de Albufeira Poente Jardins de Infância da Guia e Vale de Parra, Portugal (Albufeira);• CEIP San Antonio Spain, (Elche).The main target groups: 3 - 7 years old preschoolers and preschool teachers. The other beneficiaries of the project: primary teachers, staff of the schools, parents and local communities, experts and practitioners of preschool education, trainers and local, national authorities. The total number participants of the project ""Puppets mission: childhood without borders"" is 849 people (735 children from 3 to 7 years old and 164 teachers, teaching staff and principles) from eight European countries. 223 children involved to the project are with fewer opportunities. 175 children are from poor families, having social and economical obstacles; 6 children are mentally and physically disabled.Duration of the project: two years. This time is enough to incorporate and try new teaching strategies for preschoolers.The main goals of the project, responding to the European priorities: - improving and promoting new teaching strategies and skills for better quality of preschool education; - sharing cultural diversities in preschool education; - encouraging teachers of introducing innovations; - strengthening the professional skills of the preschool teachers. The project is focused on improving widely used in the education of preschoolers teaching strategies like play, drama, experiments, music and promoting such underutilized teaching ways like ICT approaches in preschool education. As the main target group is 3 - 7 years old children, cultural activities are the main tool and content of the implementation of the project - adaptation and integration innovative teaching technologies to the process of education. During the transnational project meetings/training activities every country shares the experience of the teaching strategy of the hosting country. Also the implementation these strategies into the practice during cultural events will be discussed. The seminars and „open“ educational activities on the exact teaching strategy of hosting country will be carried out.The participants will also cooperate in exchanging and developing teaching methods and materials, in creating intellectual output website „Preschool teaching strategies“ as a basis for a long-lasting communication and in enlarging the teaching techniques in the preschool education. This website will provide information about teaching strategies for the preschool teachers and other interested people. This product will include educational practice in the adaptation and integration of new teaching strategies of eight partner countries."

This project dealt with the problems recognized by all the partner schools involved,which were treated in the international surroundings,through the exchange of good practice and experience. Those problems were related to the poor levelsome pupils were exposed to the various forms of discrimination, peer pressure or bullying,prejudice of the ambience,which made them to stop participating actively in the school and social life,even to achieve poor results in school. The purpose of this project was to provide the conditions for quality education for all pupils. The theme of the project presented in all project activities which we wanted the all participants to become encouraging tolerance,suppression of discrimination, prejudice and bullying, as well as the civic rights, including migrant crisis. The aim of the project was to upgrade the development of the awareness of the tolerance,respecting diversity,importance of suppressing the discrimination and prejudice.The metodology improvement was conducted through the experience and good practice exchange between the international partners, and also through firm bonding of the educational and pedagogical component,as well as through focusing on pupils and encouraging them on solving problems,argumentative dialogue within school,local communitiy, even in multicultural surroundings.The target groups were : project activities,aged 10-18,whose learning results were average or below,72 teachers participated in project activities and conducted the designed teaching methods,all the pupils and teachers of partner, schools who were informed ;early school leaving encouraged to more tolerance, suppression of discrimination and prejudice,at the same time were aware of the importance of education in this process.The mobility activities were organized.The participants were the pupils, teachers accompanying pupils as well as the teachers who participated in the educational process of the hosting school.This direct cooperation between the pupils from the different countries represented very encouraging educational and pedagogical method and environment in which the literacy level was raised far above the basic reading and writing skills due to the boosting of communication skills,the use of foreign language, recognising the differences.This cooperation also enabled participants to perceive the problems of discrimination or bullying in other countries,and the ways of dealing with them.Teachers developed and improved their skills and their working methods.We summarized the content of our project in this way ;Changing country of world people because of the reasons such as war, disaster , political , social , economic and education especially children who need to go to school. (At the age of school). Our aim was to reduce bad effect to minimum.We aimed to increase common values such as (tolerance , human and children rights , democracy , ethnic and universal values) among world people at back plan.1. Our aim was to make their integration easier to host country’s culture , country they immigrated to live2. To solve adaptation problem so that they can go on their education3. To decrease the number of students who leave school.With the help of questionaries, we understood the values that were beginning point between countries and people and we defined common fields. We worked together at education and added universal values to education and also social life. For that reason giving suggestions to shareholders and people, presentation activities and creating distinguishably were base of our project.It was mentioned about people who were unjustly treated- their pole and life stories.1. To define problems between host country’s people and source country.2. Individual integration problems.3. Point of view host country’s people.4. Increasing ways of dialogues among people.We thought these works were useful in a long term work.1. Due increased between settled and migratory and they began to adapt each other with understanding.2. Common worth/ common values which everybody accepted between people were defined.3. Appearing ethnic values in universal values increased.4. For people who migrated to host country it was source in order to form education modal at adaptation and support to country’s culture and economy.5. Preparing ground for education of settled and migratory about adaptation, language and common values.At the end of this project, the disagreement among people and countries decreased and a healthy, habitable, permanence dialogue began.

Advertising has a great influence on children and it is up to us to help them develop a critical awareness to deal with it. The analysis of advertising has played a key role in addressing issues such as values like education, responsible consumption, non-sexist education, etc. and has served as a focal point for learning about the cultural heritage of each country.The project “AD-DICTED TO EDUCATION!” has focused on promoting social inclusion, non-discrimination, the development of critical thinking and values such as tolerance and gender equality, all with advertising on the educational value of the European heritage, the commitment to multilingualism and the development of digital skills.Objectives we have achieved:Promote equity, non-discrimination on the basis of sex, race, religion, ability, etc., and inclusion among all pupils, preferably those from disadvantaged backgrounds who have fewer opportunities compared to their peers and pupils with different abilities.Acquiring the basic skills needed to learn how to make critical and responsible decisions in their consumer actions regardless of advertising influence.Foster Multilingualism and improve linguistic competence in several languages: English, French and Spanish.Favour the use of information and communication technologies in a collaborative way.To develop the internationalization of the participating centers.Know the European Cultural Heritage.Develop awareness of the importance of caring for the Cultural Heritage.Regarding the participants, the Educational Communities of the 6 partner institutions (Spain, Poland, Romania, Greece, Italy and Croatia) participated. Indirectly, we will reach 2623 students, although the more complex activities as well as the mobility will focus on students between 11 and 14 years old. Diversity is an enriching element of the project: refugee students with different abilities and nationalities, socio-economic problems, etc…Approximately 70 teachers from different fields have been directly involved, either through the organization and development of teaching and learning activities with students, in the management of the project or in the various mobility arrangements planned.Families, local governments and other entities as well as the Education Inspectorate have also been involved into varying degrees.Activities have been focused on advertising. During the first year, values such as equality and non-discrimination were also worked on. During the second, we focused on the cultural heritage of the partner countries. Workshops, reflections, oral presentations, search for information, viewing advertisements, use of digital tools, cooperative activities, etc. have been held.Initially, 4 student exchanges were planned, of which only 2 have been carried out virtually, in which work has been done around advertising, values and cultural heritage. In addition, 2 training events have been held on the eTwinning programme and new teaching methodologies. One of them was done physically and the other was done virtually.The methodology has been based on Project Based Learning (PBL). eTwinning has been essential to develop collaborative and cooperative work in international teams.The tangible results obtained are: the web, Twinspace and public pages, 4 newsletters, the Guide “Educational Value of Advertising in the Classroom” and an e-book as a result of the transnational training event “Active Methodologies: Education through Advertising”.The long-term impact and benefits are manifested through the non-tangible results of the project:Development of intercultural competences.Improving the participation and motivation of disadvantaged pupils.Integration of good practices related to the educational use of advertising and the use of new teaching methodologies.Improvement of foreign languages: English, French and Spanish.Greater understanding and responsiveness to the diversity of the educational community.A more positive attitude towards the European project and the values of the EU.Integration of ICT in learning activities.

This Erasmus+ KA2 project on cooperation for innovation and the exchange of good practices is a strategic partnership for schools only. It involves 7 schools from Greece, Cyprus, Spain, Wales (UK), Bulgaria, Romania and Czech Republic. The main priority of the partnership was to support schools to address all students from the lowest to the highest end of academic spectrum, to maximize the learning and teaching potential in each of our schools and to deal with issues of underachievement in basic skills. The teachers, in close collaboration with the educational community (researchers, parents, students and other members)have learnt and developed new teaching methods: Visual Literacy (VL) and/in Differentiated instruction (DI). In the media age, children face reading literacy and VL challenges even at their early primary school age. The children began developing broad literacy skills, which go far beyond a purely text-based approach (e.g. critical and competent use of visual material, coding and decoding of pictures), This project primarily addressed our needs as teachers to adopt and share innovative methods. As a consequence this enhanced and developed our teaching work in societies where cultural changes (multiculturalism, financial crises, immigrants) happen so fast that formal traditional educational systems fails to follow. This project was developed to encourage diverse teaching contexts and environments so we were able to discover some positive lines of investigation and new ways of adapting education. Our innovative project was guided by the general principles of differentiation, which included tasks, differentiated lessons, flexible grouping and ongoing assessment. The methodology that we applied to work incorporated a lot of the characteristics inherent in language teaching and looked at the potential of the Visual Literacy approach as a viable practice. Our aims were: - To utilise the pedagogical teaching methods behind the theories of DI and VL in order to customise learning experiences, to adapt and differentiate teaching procedures and tasks according to the unique needs and learning styles of the students - Raise awareness among children and adults of the cultural elements around them and how these relate to their daily lives - Sensitise children to collective processes necessary for decision-making and to foster the spirit of collective work and trust in the product of group work - Use tasks as “research tools” for cultural comparisons on a longitudinal basis and between communities of a different cultural, economic, social profile - to address our students’ individual needs in terms of better understanding the learning process, the curriculum topics and contribute to the improvement of their school attainment and inclusion Our intention was to include VL and DI in the project and to integrate them school subject and combined the outcomes of educational activities which incorporated other areas of knowledge (e.g languages, art, music, drama, ICT, social studies etc) As a result of the project the final productions of activities along with the digital book on our twinspace showing all Project activities in different languages, the resources received from teachers.The project had an impact on the whole school as it was embedded in students, teachers, parents, local community by supporting the overall improvement and the quality of the school. We disseminated the project practices and results (using various tools) to target multiple groups (local, regional, national, transnational level).Finally, the sustainability in this project was ensured as all partners were committed to building a network of stable relationships that will lead to future expansion and development of the project.