"The project ""National minorities - treasure of Europe"" set itself the goal of showing cultural richness of Europe on the example of Belarusian minority living in Poland and Lithuania, and Lithuanian minority in Poland. By implementing the project we achieved intended goal - to make people aware of common heritage of all three nations: Polish, Belarusian and Lithuanian as heirs of the Grand Duchy of Lithuania.The aim of the project was also to raise standards of teaching and acquiring knowledge by enriching the activities of schools with new forms, tools and methods of work aimed at supporting institutions in the didactic process aimed at enabling learning about culture and traditions of national minorities covered by the project activities. This contributed to strengthening professional competences of the teaching staff.One of the goals achieved is developing of linguistic competences of the project participants in the scope of a foreign language during international meetings. This informal aspect of language learning enabled the participants to overcome their own barriers related to the fear of speaking a foreign language.The objectives of the project were achieved through various activities carried out locally in each of the schools and through joint international meetings - 3 short-term exchanges of groups of students in schools of all project partners and a short training program for employees of all schools.Activities carried out in schools included numerous workshops for interested students: the so-called white singing and folk dance workshops, workshops on Belarusian symbolism, workshops on contemporary folk art in Belarus and Lithuania, handicraft workshops, editing photos, making films, album editing workshops at the publishing house.Project participants were also involved in artistic activities in their communities, such as the organization of traditional Belarusian and Lithuanian rituals, participation in a recitation and art competition, artistic concerts and school performances.There were also actions taken for the benefit of the school and local community by participating in a charity fair, creating Ethnographic Chambers in schools in Hajnówka and Vilnius and cleaning up the parish cementary in Punsk.There were also organized activities to improve the implementation of the project: a working meeting starting the project at the coordinator's school, videoconference before the start of the first short-term exchange of groups of students or a meeting summarizing implementation of the project at school in Vilnius.Project participants also participated in excursions to broaden their knowledge of important historical and cultural sites.While implementing the project, we managed to achieve all the assumed results. Ethnographic Chambers have been established in the gymnasium in Vilnius and in the high school in Hajnówka, which are already used by the school community. A mini-dictionary with basic vocabulary in English, Belarusian, Lithuanian and Polish was developed and published. As a result of singing workshops, a songbook of folk songs from Podlasie was compiled and published; a catalog of Belarusian symbols and an album and a video promoting the project were developed.An important result is development of training materials from the training visit of teachers involved in the project on methodology of teaching minority languages ​​and interesting methods of developing a sense of national identity, as well as development of drafts for English lessons and their implementation in school practice.Tabs were created on the schools' websites informing about implemented activities. It is expected that establishing permanent cooperation between the applicant institution and partner organizations participating in the project will result in implementation of further joint undertakings within statutory activities of schools. During the meeting summarizing the project in Vilnius in October 2021, the head teachers of the above-mentioned schools signed a cooperation agreement.Implementation of the project enabled participating young people to gain a deeper understanding of importance of a sense of their own identity, while respecting cultural heritage of their countries and openness to values ​​of other cultures in Europe. The project made it possible to broaden the horizons of its participants by understanding that promoting their own customs and traditions enriches a cultural mosaic of their countries of residence. Project activities made participants feel that they were a part of European culture and understand their contribution to European heritage. It also rimproved their language skills.Communities of all schools, and even local communities, will use developed results in the form of tools for didactic process and exchange of pedagogical ideas.Deepening of cooperation with local institutions involved in implementation of the project will strengthen the position of schools in local communities."

The project starts from the current economic worldwide situation to provide the necessity to develop school programmes based on entrepreneurial skills. Today, Globalisation and Glocalisation represent a relational model oriented towards the cooperation among cultures with the scope to preserve local identities into global economic process. Many students leave the school with a low or inexistent knowledge in the entrepreneurial field and the teachers are often without competences. Moreover, we can register a low interest about the entrepreneurial education (Eurydice Report 2016) even though the directives established by the Entrepreneurship Action Plan 2020 and the three Europe 2020 key initiatives (innovation union, youth on the move, new skills for new jobs), which support the creativity and innovation, including the entrepreneurship at all levels of education. The results of a survey given into the Etwinning group “Globalisation and local identity” to know the level of students and teachers’ familiarity about Global-Glocalisation, highlighted that our students and teachers coming from 6 EU partner country (Italy, Poland, Lithuania, Romania, Spain and Portugal) don’t know what Glocalisation is (73%), how to build a firm (56%), least of all received training (65%) on the topic within the school. Moreover, students have the problem to leave their city/country to find a job after their high school leaving qualifications (41%). OBJECTIVES: In order to sustain these needs, and through the upgrading of teachers’ professional competences, the project wants to implement the students’ entrepreneurial competences developing multicriterial skills and an active citizenship. The direct target group is formed by 384 students (aged 15-18 years) and 48 teachers with low skills on entrepreneurial field, working as teams with local companies, stakeholders and experts in the field. Our project will learn to 348 students how to create a firm and will prepare 48 teachers for the subject matter. Moreover, several thousands of teachers and students will be indirect participants and users of our project results. Other aims are: 1) the implementation of a partnership among training and real companies; 2) the implementation of the collaborative learning and critical thinking among all actors; 3) the development of communication skills in a foreign language;4) the development of an active European citizenship. METHODOLOGIES AND MANAGEMENT: the experience will be developed by “Cooperative Learning” and “Learning by doing” methodology; moreover, the project will be carried out using the teamwork, workshops, roleplay, visits, and case studies. The management of the project consists in monitoring, evaluating, reporting and archiving, financial and accounting activities, as well as informative, promotional and advertising activities for its dissemination. The partnership will be employed in joint staff training events for teachers and project work for students. ACTIVITIES WE PLAN: A) Entrepreneurial Lab (ELab) in each school partners, where students and teachers meet experts to receive knowledge and tools to develop their firms; B) Implementation of a Cross-Regional Thematic Network (CReTNet) within the partnership to improve key-competences; C) Movie, Project Logo, until 12 Training Firms, and eCommerce portal; D) EXPO made during the Inca’s fair where students and teachers will participate to promote their products; E) Tours/Trails, Posters, Twin Space site, online-school magazine, Website, Facebook-Instagramm-Youtube account, eBook of the project, Booklet/guide about how to set a business in Europe, and participation to UN World Day. RESULTS AND IMPACT FOR STUDENTS: we have the development of their entrepreneurial capacities-increased sense of initiative and entrepreneurship; to improve their language and digital skills; the development students’ personality through engaging the soft skills into project activities; for more favourable attitude in taking initiative and risks; a better understanding and recognition of European competences and qualifications.RESULTS AND IMPACT FOR TEACHERS/SCHOOL STAFF: the increase of the professional development opportunities, motivation and satisfaction in daily jobs; the development of pedagogical, planning and project management competences; the improvement of the image through the promotion of the school at European level; the diminishing of the students’ school failure and the increment of their motivation and relationships. RESULT AND IMPACT FOR THE LOCAL COMMUNITY: the contribute to the decreasing of unemployment rate at the teenager’s level, to increase the quality of education at local level, and more interaction between firms and school programmes. As concerns the benefit in the long term we have effects between school offer and demands of job. Another aspect regards the importance that school has in the education of students, and its role in the society as agent of the change.

Our collaborative project consisted of 8 schools (England withdrew). Our partners included experienced international collaborators and first timers! All partners asserted that their students exhibited a tendency to lose interest in learning and schooling in general and that more innovative practices and methodologies had to be adopted. Our proposal focused on the systematic integration of Arts and the ICTs in our school programs with a view to promoting motivation, creativity, the European dimension and foreign language learning.The proposal entailed working on two levels: On the first level, students collaborated locally and transnationally to study different forms of Art and to create artifacts. There was peer tutoring and students from one country taught students of another through the methodology of the flipped classroom and the exchange of videos. On the second level teachers of each country were specialized in a specific field (using Arts to teach numeracy and literacy to children with special needs, to develop environmental awareness for students' peer and self evaluation, for self expression and development and for working across the curriculum and therefore for curricula and teacher development). When it was a school’s turn to host teachers from their 8 partner schools, interactive workshops took place to show the guest teachers how the researched methodology applied in practice in the host school. Communication and cooperation among the partner schools was achieved through e-mail, the e-twinning platform, the Erasmus noticeboards and the schools websites. The language of communication was English but the participants also learned some very basic vocabulary from the native languages of the participating schools. Three project meetings took place, each one in the beginning of each of the three years. During these meetings, the partners planned activities but also presented and evaluated the ones that had been carried out. Three joint stuff training events also took place, where the participating teachers exchanged ideas, practices and methodologies explored throughout the project. Last, three learning activities were organised for students, where there activities and events took place. In each one of the nine transnational meetings the hosted country organised Arts exhibitions, open to the public so that there could be dissemination. Some of the products that were created are: posters, power point presentations, brochures, a common project logo, paintings, paper sculptures, clay models, sculptures, engraved artifacts, collages, videos in the English language, a common Christmas calendar, glossaries etc. The results were: Effective cooperation between the partner schools, involvement of students in different forms and techniques of Art, developing creativity, foreign language learning, raising pupils’ motivation and confidence, skills improvement in Maths and in Physics through Arts and Music, developing 21st century skills and media literacy, European awareness, intercultural competence and motivation for life long learning. The participating schools prepared the project during two preparatory visits in Athens 2014 and Venice 2015, where the coordinators met and agreed the content and the technicalities of the proposed project. As regards budget control and time management, these there monitored and planned on a monthly basis by all school coordinators. The evaluation of the project was ongoing and it was based on quantitative and qualitative criteria. Questionnaires and interviews were the main tools that were used to collect data. Dissemination was a field we had paid special attention. The videos we produced for the flipped classroom and the Arts exhibitions were the main tools for disseminating knowledge and experiences. Furthermore, our products are available in twinspace and the school websites. Hard copies of the albums we produced and the glossaries were sent to our National Agencies and to other schools.To close this summary, a charity event was organized in Cyprus to provide help to people in need and to explain that one of our priorities was to direct our students’ attention to humanitarian education. As a last comment, let us repeat that our ultimate goal was to encourage our students to be involved in artistic exploration that would inspire their love for the human being and education.

Our project has been prepared on the purpose of preventing peer bullying among primary school students, of reducing anger and stress of students and providing them to get a better relationship. The peer bullying is such a prevalent problem that it occurs in the almost whole world and in each grade of educational institutions. The project partners came together in the E -twinning project “Happy School” that the coordinator of it constituted on 4 September 2018. The partner countries participated in an online survey which the coordinator prepared about extents of peer bullying at the schools. The results of the survey has been uploaded in the “Happy School” project 175228 ID numbered on the platform of e-twinning. The aims of this project are to prevent peer bullying, to reduce factors of anger and stress that are seen in the students, to bring the empathy literacy, to develop friendship skills, to promote group works and cooperative works. The project partners are Turkey that set up the e-twinning project with the coordinator school and so the structure of partnership improved on it, Estonia, Lithuania and Romania. During the project process, five LTT activities will be realized and transient exchange of students’ group will be done. Four students and two teachers from every country will participate in each of LTT activities. It has been agreed that the age of students who will participate is ten. The criterions of selection have been constituted for participant students. These are;-to have skills of self-care-to have characteristic of cooperative work-not to have any perpetual disease-to express him/herself well-to accurately and carefully perform the responsibilities that s/he gets with the project at the school.Besides, these are considered as section criterions of the participant teachers;-to get proficiency of foreign language-to be able to take on responsibility of the students participating in the activities-to be assigned actively in the e-twinning project “Happy School” that is the resource of forming of the Erasmus Project-to have been tasked with the works about safety of internet.In the content of LTT activities, there will be anger management, stress prevention works, mindfulness activities, education of peer mediation, training of literacy of empathy, outdoor activities which will support cooperative work, yoga works for kids, classroom techniques developed on positive behaviours, activities of writing story that develops the consciousness of friendship. As a local performance, we include in generating an attitude against bullying at school, informing students' parents and school staff about the topic, doing actions that boosters the relations among students, writing scenario and slogans, activities implemented with parents in order to create conscious awareness. In project's layout, developmental characteristics of primary school students are analysed and organizations appealing to those z generation called students' interests and needs are arranged. Holistic approach is adopted as the methodology used while carrying out the project. The reason why we chose this methodology is that there are active roles of the school staff, students and their parents onstruggling with peer bullying. As we think that the peer bullying is not only in the classroom but also everywhere that the students are, in the project activities we will inform the school staff except from the teaching department. The application responsibility which has seven sections including avoiding stress and mindfulness home-based exercises, will be given to the students' parents. For the dissemination of the project, e-magazine in digital media and empathy literacy kit will be prepared. Mindfulness activities which prevent the stress and family participation exercises will be published. The activities will be shared by creating social media account (instagram, twitter, facebook). A project blog and website will be formed. Among the targeted results of the project, there are increasing the positive attitudes, preventing the students' physical, oral and social bullying to each other, constituting a common strategy among project partner schools against bullying. The schools are the holiest places where the basic values such as love, togetherness and sharing are taught to children. By application of our project, peer bullying at schools will be hindered substantially and a long term sustainable strategy development against bullying will be ensured.

Leading Future Minds is a two-year project which has partners from Romania, Bulgaria, Greece, Lithuania and Turkey who have determined determined target groups' needs and made a decission to cooperate on a European level in order to teach students to develop their research, questioning, innovative, creative, critical thinking, problem solving and decision making skills and help the to shape their future career because they don't care about future labour market needs and necessary skills for the labour market. International collaboration will improve students' teamwork, risk taking, critical thinking, leadership, respecting others' opinions and completing tasks, language learning. The future success of the children in their career is the key to their progress, creativity and problem solving and they adapt STEAM to every aspect of their lives and and to solve problems by using different aspects for their school subjects. This project which will bring new opportunities and reinforce the sense of belonging to a common European space and international collaboration will form sustainable tools to promote major concepts and achieve goals by combining the new technology with science and art. Our main aim is to make a great impact on students, staff, parents and other local stakeholders. By involving all participants, we believe that we will be able to strengthen the links between education, business, research and innovation sectors. As we have young groups, it will be helpful for them to develop their social entrepreneurial skills. An unique perspective of our work is the strong connection and cooperation among different fields of education in local areas which will assure the major positive impact of our project. objectives are creating students' research, questioning, innovative, creative, critical thinking, problem solving and decision making skills, making them shape their future career, raising awareness on gender equality and developing professional skills of teachers.Our project participants are students between 14-18, teachers, parents, other school staff and wider public. We have planned LTTs as; Care Your Environment For Your Future, We Have OnlyOne Planet, A Lievable Greener World, Imagine-Model and Create and e-Twinnining; The World's Digital Network.Thanks to the activities, learners and teachers will observe, understand, and compare teaching methods in Europe. Moreover, these activities, when compared with the activities on nationally, will improve European collaboration and understanding and respecting of cultures. It will make the participants break down the barriers and prejudices. Participants in local national activities and international Learning/Training activities will have workshops, courses from professional lecturers, interactive games, cultural festivals, awareness of different lifestyles and they will have new knowledge and competences to bring back to their own school and communities. Our partnership with more international schools through e-Twinning will help us share our tools, activities and outputs and disseminate them with wider groups of people. Teachers at the same time will gain a lot of ideas to to adapt to their lessons. They will have a chance to colaborate with other colleagues and they will share their good practices.The communication and working language of our project will be English. As we want to get an effective communication between the participating institutions, we will have valid e-mail addresses, postal addresses, websites, Facebook groups, mobile phone numbers and arrange video conferences by using programmes such as Messenger, Skype,Tango etc. We will also we use Youthpass tool to stimulate participants' reflection on learning process.We have some tangible and intangible results such as interviews with the target group and teachers in the meetings, educational researches, innovative outputs and prototypes, pyhsical and artistic activities made by partners, e-books and videos of students during the project workshop, created models/production of students and certificates of attendance and europass documents.Our project will contribute to using STEAM activities during lessons at schools and effectiveness of education not only in partner schools but also in local and national ones. We will share the knowledge, experience and outputs so that people can achieve them by personal engagement, so they will be endurable and sustainable. Our partnership will positively assist to the development each school in the longterm as;1- Raising awareness and imolementing creative and enjoyable activities in lessons2- Realization of new practices in digital media arena3- Presentation of e-Safety rules and development of digital literacy4- Strengthening the teaching profession through different mutual opportunities5- Enhancement of the European dimension among the participants6- Preparing our students for smart economy and life7- Building self-confidence in English