<< Objectives >>As project partners, we want to raise culturally rich and digitally literate individuals and have good foreign language skills, aware of European Citizenship who can produce solutions to problems through engineering design can associate with Science and Mathematics all areas of life especially environmental and climate change problems. We also want to increase our success in Science and Mathematics courses by 20% in 3 years, thanks to STEM.<< Implementation >>We will do 4 mobility activities in our project. These activities are:1) STEM Lesson Plan Preparation Process - Norway2) Smart Home System with Arduino - Poland3) Environmental Problem Solving Game with Minecraft Education - Turkey4) 3D Ecological House Design - GreeceIn addition, many activities will be carried out locally during our project too. These activities will be educational preparations, cultural and language preparations, and dissemination and evaluation activities.<< Results >>The results we expect from our project,* To raise awareness of STEM education in partner schools,* Increasing the success of our students in Science and Mathematics courses,* To enable our students to solve solutions to environmental and climate problems,* Developing the professional knowledge and skills of our teachers,* Developing the institutional capacities of our schools and creating new international strategic networks,* Developing our students' cultural and foreign language skills.

CONTEXTThe project idea was a natural initiative which stemmed from the needs identified at first by the coordinating school and then subjected to discussion with the other partner schools. The analysis showed that most students were not properly equiped to launch and promote their trades in the virtual space, which often resulted in their inability to reach the target audience they needed in order to sustain and develop their small enterprises. It was also worth mentioning that some of our graduates did not find a workplace soon after their graduation, partly due to their poor knowledge of how to market themselves. PARTICIPANTSThe project addressed students from wide range of specialisations - cookery, hospitality, tourism, agriculture, catering and services, transports or sports, in their pre-terminal years, which meant at the age of 15-18. Out of the target group of 220 students from the four nationalities involved, Turkish, Spanish, Italian and Polish, 110 participated directly in the transnational LTTAs, as a result of a fair and transparent selection process. During each meeting, the host country took in 6 students from each of the partner countries and there these worked together with at least 20-25 of the local students in all the arranged activities/tasks. OBJECTIVESThe purpose of the project was to facilitate the insertion of students into the labour market or business world after graduation, through a learning by doing approach which meant to give them an idea about the requirements, limits and possibilities of the real business world.Objectives:- To gain knowledge of how to set up a business- To create an online CV, a cover letter, a business card and a portfolio- To use the online tools presented in the project meetings by professionals in order to access workplaces.- To develop entrepreneurial skills- To make use of some of the online tools for marketing purposes.- To improve their foreign language skills, both teachers and students.- To improve their organisational skills, both teachers and students.- To improve their knowledge of other European countries, customs and traditions(all participants).- To improve their communication, team work and social skills(all participants). MAIN ACTIVITIESWe planned 4 LTTAs and 1 Joint StaffTR – C1 in Nov 2018: This training meeting was educative in project running specific to our theme. Teachers in the project teams participated.ES – hosted C2 in MAR 2019. For C2, ES contacted local professionals, organised accommodation (host families for students) for participants, transport and other practical arrangements.PL - hosted, organised and evaluated C3 in MAY 2019. They created the project eTwinning account/Facebook page and promoted it so as to reach a wide audience.IT - hosted, organised and evaluated C4 in OCT 2019. They created the logo of the Project and created and managed the project website.TR – (virtual mobility due to Covid-19) organised and evaluated C5 in April 2021. Collected dissemination materials from all partner countries. RESULTS in relation to objectives:- More than 70 % of the students in the TG gained knowledge of how to set up a business. In C2 (ES) Students presented the business opportunities in their countries and attended lectures by proffesionals about business start-ups, financial and management basics, entrepreneurial skills and competences, advertising and markenting and online tools.- More than 75 % of the sts created an online CV, a cover letter, a business card and a portfolio, before the meeting for training (strategies for employment), and during the meeting in Poland (C3) in workshops for their discussion and evaluation. - More than 60% of sts used the online tools presented in the project meetings by professionals in order to access workplaces.- More than 40 % of sts developed entrepreneurial skills through different practical tasks, such as simulations of business start-ups and creation of business plans, which was held in Italy (C4).- All sts made use of some of the online tools for marketing purposes. All students who prepared (40 per country) and those who directly participated in C4 (6 per partner countries and 24 from the host country) focused in hotel industry to learn about online tools and marketing strategies to promote such businesses. Before C5 (virtual mobility), students from each country worked in teams to prepare digital brochures to promote tourist attractions in their areas making use of smart tools to design them. They all presented these brochures during the virtual mobility.- At least 80 % of participants improved their foreign language skills, especially their communicative skillls, fluency and confidence, which meant better results in English, more motivation to learn and participate in proposed activities and to keep in touch with people and cultures all around Europe.- At least 60 % of students and teachers in the partnership improved their organisational skills thanks to the preparation of topic- related tasks for the LTTAs and of these meetings organisation and arrangement (accommodation, transport, schedule, teamwork).- All participants improved their knowledge of other European countries, customs and traditions, which each partner presentations and the interaction among teachers, students and families.- All participants improved their communication, team work and social skillsWe attained the following tangible results: - 5 sets of management and implementation documents - 4 sets of documents related to LTTAs: minutes, certificates of attendance, Europass mobility documents, Europass CVs, students' work, photos, presentations of schools and systems of education, business plans (4), online tourist brochure (1), students' CVs, cover letters, portfolios, lecture materials, meeting minutes, meeting reports.- 1 set of documents related to JS- 1 collection of dissemination materials - articles, workshops, websites, FB page/eTwinning account, logo, links to articles and publications, photos, lists of participants.- 1 collection of evaluation documents at the end of the project.Intangible results refer to the acquisitions of students and teachers in professional, cultural, linguistic and social terms IMPACTOn participants: - developed transversal competences such as ICT capability, critical and creative thinking, personal and social capability, intercultural understanding- improved knowledge about other cultures in the European space and attitude towards otherness, thus becoming more aware of their social identity- developed know-how about setting up a business, identifying business opportunities, promoting a business online- improved the ability to create a professional set of employment documents - CV, cover letter, digital portfolio- developed linguistic competence- developed a sense of European identity.On participating organisations- schools acquired visibility and a positive image in their communities- the students and teaching staff became more cohesive.- improved communication between departments- schools gained experience in managing Erasmus+ projects and increased student and staff mobility.- new projects under the Erasmus+ programme will be developed in future years

"The basis of our project is based on our eTwinning project called ""Coding Digital Education Games"", which we made in 2019 with the aim of facilitating the learning of Mathematics and Science courses. This project was awarded the European Quality label by signing a huge success and was invited to 10.Ulusal Conference by the eTwinning National Support Service because of enter between 200 best projects of the year in Turkey. Thanks to this project, we had many shares with our partners, where we learned our weaknesses and strengths. We have decided to present our project as a transnational project in order to develop this successful project we have realized from the eTwinning platform, to share good practice examples and successful works, and to expand Digital Education Games, one of the educational methods of the future. Three of the partners of our Erasmus + project are Atatürk MTAL, who is also a partner of our eTwinning project, Portugal Escola Secundária and Turgutlu Zübeyde Hanım MTAL. Other partners of our project are Italy E. Mattei and Poland ZESPOL SZKOL schools. The main requirement for the establishment of this partnership is that the success percentage of these schools in Mathematics and Science classes is not at the desired level. In this context, in line with the strategic plan targets of the partner schools, enriching learning environments, increasing the average of success of Mathematics and Science courses from about 16% to 25%, increasing the use of technology in education and expanding them are our main goals. In addition, it is our common goal raising individuals who can produce solutions to a problem through engineering design, associate science and mathematics with their daily lives, have a good knowledge of foreign languages, care about European citizenship, and culturally rich.Mobility activities planned in our project:1. C1 Digital Game Coding Tools - Turkey (Ataturk MTAL)2. C2 Digital Math Games (PC) - Poland3. C3 Digital Physics Games (Mobile / Android) - Italy4. C4 Digital Chemistry Games (Mobile / IOS) - Portugal5. C5 Digital Biology Games (Website) - Turkey (Zubeyde Hanim MTAL)Students and teachers of all schools in our project will participate indirectly or directly in our project. The first mobility activity (C1) of our project will be staff training activities and 2 teachers from each partner school will participate. The other 4 mobility activities (C2, C3, C4, C5) will be the exchange of student groups, and 4 students and 2 teachers from all partner schools will participate in each activity. The age range of our students who will participate in the activities will be between 14-19. Attention will also be paid to the participation of students with disadvantaged backgrounds in our project activities. Our project activities will be carried out practically and will continue simultaneously with our eTwinning project. In our project activities; methodologies such as introduction / discussion, problem determination, brainstorming, teamwork, design criteria, reviewing and measuring your solution will be used frequently.Concrete results we want to produce in our project:students;- The start of a modern education process, where they receive education with their own unique learning speeds,- Using technology resources with self-management and problem solving focus,- Realizing the intelligent behavior model of the computer and gaining engineering design processes,- Ability to make their own games by improving their competencies,- Creating a classroom environment that will increase motivation, interests, creativity and motivation to succeed and learn with fun, - Development of new generation digital measurement materials that support metacognitive skills in order to obtain desired results in exams,- Enriching communication skills and adapting to technological developments more easily,- Improving EU language skills and cultural capacities.teachers;- Developing digital games by developing their competencies and creating a new interdisciplinary learning platform,- Being an active player, not only transferring ready-made information to their students but also directing their students to a quality and diverse source of information,- Using their knowledge to produce new products and projects.Thanks to our project, Educational Digital Games, one of the learning tools of the digital age, will be integrated into our curriculum, our success level in Science and Mathematics courses will increase and partner schools will be exemplary institutions in their regions. In addition, our teachers will have high motivation to teach and our students' commitment to school will increase. In this way, our project will also contribute to the goal of reducing early school dropout, which is one of the EU 2020 targets, from 15% to 10%."

"Many researches and surveys have been conducted on Cultural Heritage from past to present. The problem that arises on the basis of all these studies is that the young generation does not adopt, care and protect the Cultural Heritage. People knew their cultural heritage better years ago and protected more.Nowadays, the new generations exposed to different broadcasts such as the internet and television forget their national culture.Our project was born out of the concern of cultural corruption due to the rapid changes in the lives of our youth.In the observations made by our project team; It was worrying for us that students' curiosity and motivation about cultural heritage are very low. In this context, we decided to cooperate at the European level so that our students discover their cultural heritage and learn how to relate it to today's life.The main theme of our project is to achieve our goals by combining our Cultural Heritage with today's technology and making it sustainable. Cultural heritage According to the Eurobarometer survey, nine out of ten Europeans ask for European cultural heritage to be taught in schools. For this to happen, it is very important that students receive an international education on this subject. In this context, our project will be enabled our students to explore the European cultural heritage, strengthened the sense of belonging to a common European culture and offered them a unique experience. In addition, our project supports the European Union's goal of ""revealing Europe's rich cultural heritage"" and UNESCO's views on the protection of cultural heritage.Our main goals in our project:* Creating cultural heritage awareness in our students* Creating awareness of protecting cultural heritage in our students* Strengthening the intercultural understanding* Transferring cultural heritage elements to digital environment, improving students' information and communication technology skills* Increasing values such as collaboration, tolerance, respect for people, empathy and justice in our students with performing arts, history, music, drama and ensuring the sustainability of these values,* Promoting diversity and intercultural dialogue* Professional development of our teachers* Development of e-Safety awareness* To develop soft skills of participants by using theater and ICT skills together* To teach our students how to evaluate both national and European cultural heritage and how to benefit from other nations in this regard.Our project will include students, teachers, school administrators, parents, educational authorities, sister schools and cultural associations between the ages of 15-19.Especially, we plan to carry out our project activities by providing active participation of our disadvantaged students (with social, economic and health problems). 4 students and 2 teachers will participate in all project activities and mobility (LTT) activities will be carried out as follows.C1.Poland -LTT: Studies on drama and performing arts will be conducted and different cultural drama studies of countries will be examined.C2.Italy -LTT: The historical costume game will be held and this game will be translated into short films by students.C3.Turkey -LTT: A workshop called historical heroes will be held and this work will be presented as a video clip by the students.C4.Croatia -LTT: Students will hold a workshop called ""Reviving the past and preparing a development plan for cultural heritage"".C5.Greece -LTT: Radio Program workshop will be held. Students will perform an online radio program, using their technology skills about the importance of Cultural Heritage.Concrete results of our project:* Students will understand the relationship between history and culture and become conscious about education of values.* Development of high-level cognitive skills by comprehending cultural heritage elements through ICT* Development of aspects such as secure internet and foreign language development in participants* Students will improve their information and communication technology skills and use them according to their needs* Teachers will adopt student-centered approaches* Disappear of negative prejudices against new technologies* Students with disadvantaged backgrounds will be able to establish healthy relationships with their peers* The establishment of an educational environment where students can learn with fun.Thanks to our project, our students will have more adopt to national cultural heritage and more responsibility.They will learn about the cultures of different countries and develop their drama and theater skills.Our students will introduce our Cultural Heritage to their peers and the society with technological products, thus improving their digital skills. In addition, we will increase the interest and motivation of our students to the school and contribute to the goal of reducing early school dropout, which is among the EU 2020 targets, from 15% to 10%."

This project included five primary schools from FR,IT,RO,ES,TR. It was applied with the pupils aged between 14-18. The project focused on the problem of social exclusion (in terms of basic skills lack). In order to reach this goal of inclusion we practiced new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities. This application refers to the particular needs of students according to the needs analysis which took place at all the partner schools. As the project group, we discussed and defined 4 issues which prevent the school success.(1-Lack of social inclusions; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs ). The needs analysis has been done in five schools by taking the observation of the teachers’ view, taking consultant teachers’ ideas into account, applying basic survey which evaluates those four obstacles. We came to the following conclusions: in FR, it seems they have no problem with 1 and 3 but they need to increase the level of basic skills and help some students who have problems with number 4. Other schools have problems mainly with number 4 obstacle. In Spanish and Italian schools, “lack of social inclusion and basic skills ” of the students are seen as the most important problems which prevent students from adapting an academic success. In Turkish and Romanian schools “lack of basic skills, lack of parental support, lack of socio-economic needs” stands for the first reason for failure. Besides, each school has different good practices in their school curriculum (see related sections). They were observed and followed by the teachers and transferred after evaluation. The strategies and methods which we agreed upon to apply embody plenty of ideas which stand for a real alternative to solve these four problems. Before creating this project we had a pre-work period about the new strategies and defined 5 new ones to use in our project. Every partner applied one of these methods in its school environment, observe and evaluate the outcomes. During the meetings these outcomes were discussed by all the partners and were transferred to one another. At the end of 2 year time, 5 strategies had been applied and evaluated. According to the observation and results of success the partners will continue to use these strategies and methods at their schools. OBJECTIVES -to promote the inclusion of excluded students, the ones with lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society. -to apply new strategies for overcoming social exclusion, lack of basic skills and school drop out -to conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum. -to give teachers different methods of education and share the good practices NUMBER AND PROFILE OF THE PARTICIPANTS Students/teenagers: The project took excluded students in the centre, so 180 in total took part actively in the project activities. Approximately 1200 students/teenagers were indirectly affected. Teachers/Adults: there were teams of 5 teachers at each partner organisation so 30 in total took an active part in the project. There werea teacher of English, Maths Teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults were indirectly affected. Administrative staff: The head teacher/chairman and a deputy head took part in the project, approximately 36 administrative staff were indirectly affected. Families: The number of the family members was 300 in total and they will contribute to introduce the host country’s culture, tradition and to prepare traditional food for an international evening. Local community: Local community including local press, municipality, directorate of national education and PTA helped to disseminate the project to a wider community. RESULTS AND IMPACTS Through our project the five partners intended to create both short-term and long-term tangible and intangible results and to achieved the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations.