The United Nations Committee on the Rights of the Child’s General Comment No 13 (2011) highlights that violence, harassment and bullying are unacceptable in any context and violate a range of human rights. Even if we believe that the obtained data regarding bullying represent just the tip of the iceberg, the researches' findings show a significant increase of bullying in the last years. Child Helpline International (2012) involved 142 countries in their research and evidenced that in 2012 there were 251 640 cases of bullying worldwide, whilst in 2004 there were 67 142 cases of bullying. Furthermore the same research underlines that nine out of ten cases of bullying take place at school. On the other hand, relevant and updated studies (EU Kids Online, 2014) that involved 33 countries, including Romania, Bulgaria, Czech Republic, Poland and Italy, underline that students are more likely to be exposed to bullying and cyberbullying than in 2010 and a cohesive and proactive strategy is needed in order to decrease the risk of being bullied. Furthermore, bullying and cyberbullying have a negative impact on the child's development, school and social life and the victims are likely to become more vulnerable, to suffer from depression, to encounter school failure and to face suicidal thoughts and behavioural problems (Asociatia Telefonul Copilului, 2014; McDougall and Vaillancourt, 2015). As bullying and cyber bullying seemed to be a growing phenomenon in our schools, during the project's implementation, we focused on this problem and proposed an appropriate approach to effectively manage online and offline bullying. Our target group was made of students who faced social and economical obstacles, students who were bullied, students who bullied or were likely to bully, students who had limited social skills and anti-social or risky behaviour, teachers and parents who wanted to manage effectively online and offline bullying. Based on the needs' analysis that we conducted in our schools, the objectives of our project were:1. To develop 3 skills that prevent online and offline bullying (effective communication, problem solving and creativity) for 1 000 students from 5 school partners. 2. To improve 1 250 students' self-esteem and self-efficacy from 5 school partners.3. To raise the awareness of 500 parents from 5 school partners regarding online and offline bullying.4. To develop one model of good practice regarding the effective management of online and offline bullying. 5. To strengthen the capacity of 620 teachers to manage effectively online and offline bullying whilst promoting participatory approaches and ICT - based methodologies.Our project promoted inclusive education and proposed a complex methodology rooted in child protection research and child's psychology. The project planed not only to manage bullying but also to prevent bullying whilst developing an Open Resource, one model of good practice regarding the effective management of online and offline bullying. Based on the current researches, the school partners decided to help the students to develop skills that matter, such as effective communication, problem solving and creativity as well as the students' self-esteem and self-efficacy, stimulating their involvement in SmartClubs whereby they learnt to cooperate with others in order to achieve specific goals and to express appropriately their views and feelings. The students from our target group developed skills that matter and can enable them to not bully others, to achieve their full potential and to become active and supportive citizens that accept differences of opinion, of conviction, of belief and of lifestyle, while respecting the rule of law, diversity and gender equality. The project strengthened our students' ability to think critically, to exercise judgement, to communicate better with others and to appropriately express their thoughts and feelings. Our students started to bully less as they became more emphatic and focused on solutions rather than problems and differences. On the other hand, the project strengthened the profile of the teaching professions and the teachers from the target group improved their teaching style, using more participatory approaches and ICT - based methodologies, which made the act of teaching more attractive for their students. Furthermore, the school partners increased their capacity and professionalism to work at an international level and improved their management competences. The project reinforced the international cooperation with partners from other European countries and the teachers and the students involved improved further their English language competences.

The topic chosen for this project was, FROM SCHOOL TO WORK, as it seemed to correspond to the expectations of our students and it was at the heart of their preoccupations. It is a reality that they are more and more confronted to choices of studies or professional course choices made complex by a constantly moving society. This project was aiming at opening doors to a world that they do not know well through the discovery of new patterns witnessed outside their environment. We have wished to add to this, across a number of cross-activities, exchanges with their foreign partners in the schools and in the host families, linguistic and citizenship values alongside with the idea of tolerance and the respect of differences. All our students come from very varied social and cultural backgrounds and conscious of this reality and diversity our goal has been to make them understand today's society and the role they will play in it in a very near future. As teachers and partners for 3 years now, we have wanted to renew this experience to further a reflection on a society getting everyday more European and to focus our study on the building of the future of our students. Our partnership has focused on the discovery of domains of studies and employment help through the making of short films, interviews, visits of schools, universities, apprenticeship centres, orientation and job centres,crossed activities related to these topics. For each mobility the students showed the film prepared before and watched their partners' . Then with the crossed activities they compared systems, reflected on the existing differences linked to the orientation practised in the schools of our partnership and drew conclusions with the help of assessment worksheets that we gave to them. When we visited the different universities, the professional and technical schools, the job centres, the youths and ourselves realized how different some practices are in our partner countries. We have done a large number of diverse activities during this project and they can be declined along three stages :- a preparation time before the mobility : interviews, surveys, realization of short movies;- during the mobility itself : watching the films and questionnaires on them, crossed activities, linguistic exchanges, assessments, visits of schools and life in the partner school.- assessment time after the mobility : personal assessment and public meetings. Thanks to this project we have reached some goals. The students have obviously discovered a new aspect relative to orientation, further studies and job employment.Our countries have different practices. But they have also realized that there exist some common points, some common values and that it is not so difficult to study in a country different from one's own.Another interesting positive point that we have noted is the acknowledgement from the others with all the cultural differences specific to them. We have put the accent on values such as respect and tolerance. This was essential in our project and all our activities have benefited from that. Our students have always made efforts of integration and have thus worked with a great unity.The third interesting point has been their ability at communicating in the group and with the adults. And they have done this in several languages. We heard them talk in French or in English but also in German, Spanish or Italian. They have had fun trying even Polish or Hungarian ! This linguistic aspect is undeniable. We can add to this the increasing oral qualities. We have seen our youths become more and more expert at expressing themselves in front of a large group of people especially at the end of a mobility. The impacts have thus been multiple be it for the students, the teachers, the parents or the schools. Thanks to this project we have benefited from a large recognition. The individual work experiences that we have developed in our schools through these two years have multiplied and this also is a factor of success. With this project we wished to give our students the taste for Europe, for mobility, for discovery and for exchange. We have seen them grow up, become more mature and confident. We wished to make them European citizens and in a certain way and at a certain level our project contributed to this.

"Ранното напускане на училище е много важен проблем, който е свързан с безработицата, социалното изключване и бедността. Съществуват много причини за това младите хора да се отказват от получаването на образование и професионално обучение, които са предимно лични или семейни проблеми, обучителни затруднения или неустойчивата социално-икономическа ситуация. Някои от най-типичните проблеми, които са общи за всички училища партньори, са свързани с набор от отключващи механизми и съчетават образователната и социалната политика, младежката заетост и свързаните със здравето проблеми (злоупотреба с цигари и наркотици). Публикуван доклад на Европейския център за мониторинг на наркотиците и наркотичните зависимости (EMCDDA), който обхваща 28 страни от Европейския съюз, плюс Норвегия и Турция, е обезпокоителен. Това е основателна причина за размисъл и сериозна ангажираност за намирането на ефективни методи и форми за превенция и борба срещу злоупотребата с наркотици. Друг значим проблем в училищния живот е повишаването на броя на младите хора, които злоупотребяват с тютюнопушеното. В световен мащаб то е една от главните причини за смърт, която е предотвратима. Според Световната здравна организация над 4 милиона смъртни случая годишно са следствие от тютюнопушеното. Този брой се очаква да достигне 10 милиона смъртни случая годишно до 2030г., като 70% се пада на развиващите се страни. Въз основа на тези статистически факти и като се има предвид настоящата ситуация, свързана с употребата и злоупотребата с цигари и наркотици, в нашите училища беше решено да бъде подготвен и осъществен този проект. В него участваха следните държави: България като координатор, Литва, Македония, Италия, Полша, Румъния и Турция. Възрастовата група обхваща ученици от 13 до 18 години. Целта на проекта ""Заедно можем"" е да се бори с пристрастяването към наркотиците и тютюнопушенето, нездравословните навици в училище и всекидневието чрез разработването на програма за превенция и включването на учениците в дейности, които утвърждават здравословния начин на живот. Общите цели са: - разработването и прилагането на програми за превенция на употребата и злоупотребата с психоактивни вещества, алкохол и тютюнопушене в училище;- утвърждаването на здравословен начин на живот и намаляване на търсенето и употребата на психоактивни вещества сред учениците и младите хора;-разширяване на възможностите за включване на учениците и младите хора във формите на съвременното здравно образование, основаващи се на ""взаимното учене"" в училище;- изследване сред учениците и прилагане на национални и международни стратегии за борба с наркотиците, цигарите и нездравословните навици сред учениците;- развиване на партньорството с други страни, за да се осигури взаимния обмен на знания и добри практики.Специфичните цели са: - да се предотврати или отложи първия досег с наркотиците и цигарите;- да се предотврати редовната употреба и злоупотреба с наркотици, цигари и нездравословна храна, както и развиването на зависимости;- паралелно разширяване на знанията и уменията за здравословен начин на живот и избягване на рисковото поведение;- активно включване на много партньори за изграждането на по-здравословна заобикаляща среда;- да се научи какъв е смисълът на съпричастността и единството на обществото или групата с хората;- да се осъзнае важността на здравословния начин на живот чрез разговори с експерти и лекари;- да се усъвършенстват личните и професионалните качества на учителите;- да се усвоят и прилагат нови технологии;- да се направи проучване и анализ, който ще помогне за развитието на национални и международни стратегии за борба с използването на наркотици, цигари и нездравословни навици сред учениците.В хода на проекта бяха създадени следните продукти:- въпросник за използването на наркотици и цигари и набелязване на мерки за борба с тези навици;- брошура с национални и международни стратегии;- кулинарен каталог със здравословни рецепти от страните участници в проекта;- енциклопедията ""Пътят към успеха"";- конкурс за есета и презентации ""Да кажем ""не"" на наркотиците и цигарите"", книга с наградените есета и CD с презентации;- ателиета за изграждане на здравословни навици;- планове за трансдисциплинарни уроци, представени в портфолио;- срещи с лекари и експерти;- флашмобове и изложби;- уебсайт на училищното партньорство: togetherwecan7.weebly.com;- регистрация в eTwinning платформа-Twin Space за разпространение на резултатите;- брошури, презентации и постери по темата на проекта.В сърцевината на проекта залегна схващането, че активната превенция изисква изграждането на здравословна среда, която трябва да излезе извън училището и чрез семейството да намери своето отражение в обществото.Фактът, че проектът се реализира чрез международно сътрудничество, позволи да се повиши съзнанието, че въпреки различния начин на живот има общи споделени ценности на европейско ниво."