"Food is essential for life. It is an important part of European cultural identity and plays a relevat role in the economy. People are aware that the food they eat is a crucial factor affecting their health, but what is less known is the impact of food production and consumption on the world's resources. In addition to the cars we drive and the energy we use to heat our homes, the food we produce and consume has a significant impact on the environment through, for example, greenhouse gas emissions, water and soil use, pollution, phosphorus depletion and the impact of chemicals, such as herbicides and pesticides. The global population is expected to increase to almost 8 billion by 2030 and more than 9 billion by 2050, with an increasingly demand for a varied and high-quality diet requiring more energy and additional resources for production. However, many of today’s food production systems compromise the earth's ability to produce food in the future. Globally and in many regions, including Europe, food production is exceeding or close to exceeding environmental limits. Nitrogen synthesis exceeds the planetary limit and the use of phosphorus has reached the planetary limit. The change in the use of lands and soil degradation and the dependence on fossil energy contribute to about a quarter of greenhouse gas emissions. Agriculture, including fisheries, is the main causefor biodiversity loss.Given the importance of the project theme at a social level and the importance of the active involvement of the new generations, the 4 partner Institutes, coordinated by I.I.S. “Munari”, have decided to set up the partnership in order to act together towards achieving the objectives in line with the 2030 Agenda. In this perspective, the project ""SUSTAIN_US: exchange of best practices for sensitizing on food and sustainability"" is aimed at involving students from different European areas characterized by common socio-environmental problems, in order to raise awareness and encourage the European community to consume sustainable food, taking into account production methods avoiding food waste and embracing healthy and natural food consumption.4 transnational mobilities will be organized for exchange purposes. 16 students per Institute (64 in total) from classes III and IV (16-18 years old) will take part.Each mobility will last 7 days and thematic paths related to the theme of food will be organized.The project activities will result in 2 outputs:-a virtual textbook on food and sustainability that will contain researches, graphics, advices, reflections, images and audio/video elements produced by the students participating in the mobilities;-an ethical recipe book that will include omnivorous, vegetarian and vegan recipes from the 4 participating European countries: Croatia, Greece, Italy and Spain.The specific objectives of the project are:- to improve students' communication skills in English and in the language of the other participating countries, as well as in their mother tongue;- to encourage to learn foreign languages in a European dimension;- to encourage students to adopt a more conscious attitude towards food and its sustainability;- to favour a healthier and more environmentally friendly eating style;- to develop communication and collaboration skills among multicultural groups;- to know and value gastronomic traditions;-to promote the importance of the use of renewable energy sources;-to raise the European community's awareness of the use of food that respects the environment, promotes global sustainability in food supply and promotes consumption against waste. The project activities will have an impact both on indirect beneficiaries and on partner Institutions, specifically:-at least 70% of the students will receive a positive evaluation from the accompanying teachers called to assess the students' behaviour and progress;-improvement of the school evaluation in foreign languages and subjects related to mobility issues for at least 75% of the participants;-at least 80% of the students will express a positive evaluation of the project activities;-at least 80% of teachers will give a positive assessment of the overall organisation of the project activities;- activation of at least 1 other project action between 2 participating Institutes;-number of project outputdownloads from ""SUSTAIN_US”website."

<< Objectives >>As an organization by the client's needs, naming, naming about the school, in naming, naming and linguistic nomenclature. We plan to develop new teaching methods, use technologies that can be possible, to use different solutions, and also contribute to increasing efficiency as well as increasing creativity. Now we also want to promote ourselves in the future.<< Implementation >>As part of the project, we intend to carry out 5 short-term student exchanges, during which students will improve their key competences, teachers will develop innovative teaching methods using photography. Each of these exchanges will have a different theme through the use of photography in teaching foreign languages, biology, geography, history to chemistry, physics and mathematics. As part of the project, we intend to create 5 photo exhibitions and 5 photo competitions for students.<< Results >>The expected effects of the project are to increase the key competences of students of schools participating in the project, and to increase the digital and linguistic competences of students. Creating innovative methods and forms of work with the use of photography, thanks to which students will be more motivated to work and more creative. Exchange of teachers' experiences, promotion of schools in the local community.

According to the World Health Organisation, environmental factors could be responsible for up to 20 % of all deaths in Europe. Europe already has high standards for air quality, but in many cities, pollution remains above acceptable levels. Pollution is a huge threat against which there are no forms of successful adaptation. The conservation of the environment and its diversity is a moral duty of man, conscious of being part of a broader ecological relationship in which he is inserted in the same way as the other endangered species and , for this ,needs protection. Another very important problem linked to unemployment, social exclusion, and poverty is early school leaving. There are many reasons why some young people give up education and training prematurely:personal or family problems, learning difficulties, or a fragile socio-economic situation. Some of the most common reasons that are the same for all school partners are addressed to a range of triggers and combines education and social policy, youth work and aspects such as demotivation and dissatisfaction . Based on these facts and having in mind the present situation concerning the environment in our regions and the number of drop-outs at our schools we decided to prepare this project. The countries involved in this project proposal are: Bulgaria (coordinator), Italy, Croatia, FYROM,France and UK.The age range of students is 14-19.The aim of our project:”The splendor of nature” is to make more investments in knowledge and encourage innovation and the development of more sustainable solutions to solve different environmental problems. We would like to reduce threats from pollution common for the European region and to improve the standards of living adequate for the health and well-being of the population by providing opportunities for environmental democracy via the use of ICT and environmental protection activities, and raising awareness about environmental problems in order to result in positive development in our regions. The project activities focus on environmental education on the one hand and on the development and promotion of national reserves and natural heritage at the other hand. We would like to foster groups being at risk and motivate them to stay at school and show them that through studying they will be prepared to build their own future. Our plan is to offer students research project within areas that examine man's impact on the environment. In order to reach the objectives of the project we have planned 2 Joint Staff Training events and 4 Short-term exchanbges of groups of pupils.General objectives:-To create an environmental awareness in all students -To raise the awareness about environmental problems -To analyze and classify components of natural ecosystems in parks and natural reserves-To raise the awareness on the high natural values of the areas and the chances involved on local, national and international level.-To reduce drop-outs by increasing the motivation and satisfaction of students Specific objectives:-To educate people to respect environment so that people can avoid speculation, pollution, desertification and deforestation. -To improve and to develop the use of the English language and ICT -To develop research skills for observing, recording, comparing, classifying ecosystems of our region-To increase public awareness about the factors threatening the life in nature-To promote transnational cooperation and exchange.The tangible results expected by the project are: botanical manual; brochure of theoretical and experimental analysis of the; a virtual phrase book, an environmental protection e-magazine; a catalog with National parks of our countries; a booklet with extinct plants of each partner region; a CD with presentations;an interactive map; project website;Facebook page;dissemination materials;eTwinning(Twin Space) platform; PowerPoint presentations.The intangible results expected by the project are:Students will acquire new knowledge and an increasing interest in knowing more about plants and animals of different ecosystems, ecological education and applying all this knowledge in the field.The students will acquire the tools to benefit of the possible mobility opportunities for studying and working inside the European space and surfing through the eTwinning and Facebook.Teachers will gain by strengthening communication between the students and themselves, exchanging ideas in the field of environmental protection and the development of inter cultural dialogue with colleagues and students from partnering schools All schools will benefit by creating better relations between teachers, students and the community, making school more dynamic and stimulating for all.The importance of natural parks will be raised to the public.All schools will benefit by creating better relations between teachers,students and the community, making school more dynamic and stimulating for all.

The project “Digitalization goes Schools” focuses on the steadily rising importance of digitalization in the 21st century. European companies have been using digitalization as an indispensable tool in their daily work. This means that the next generation is expected to have respective skills in this area. What is more, as companies often work internationally, the workforce should have intercultural skills in order to perform well at an international level.In this project, our goal is to enhance our students´ competences in these fields. Thus, the overall aim is to prepare them for the current challenges in today`s and in the future world of work. This will be implemented in our project by the exchange of experiences, learning activities, research, practical work and workshops. All these types of activities focus on the three main areas school, culture and social life. The main focus lies on the digitalization of different contents. With the help of this project, we would like to use various digital tools - among them are apps, VR (Virtual Reality), AR (Augmented Reality). Moreover, we would like to improve our knowledge of Industry 4.0, which is becoming more important in today`s world of work. All in all, in this project we would like to connect cultural competences, language competences and digital competences. Apart from enhancing our students´ skills in these fields, the project also refers to teachers. Without doubt, students at school learn what they are being taught. Hence, it is essential that teachers improve their skills in the areas mentioned above as well in order to guarantee a well-founded base for education at our schools. This can be implemented by adopting new methods and tools. The participants in this project are teachers and students from six technical schools with IT departments. The partner schools are located in urban and rural areas in five European countries (Austria, Croatia, Italy, Portugal, Las Palmas and Valencia). Hence, different cultural backgrounds are involved in our project. Each school`s project team consists of a teachers` team and a students` team that cooperate with each other and work on the products. The students are all in their upper level of secondary education, while the teachers` team consists of experts for either IT., civics and foreign languages. This way, we believe to have the necessary variety and know-how in each team.The activities in the project “Digitalization goes Schools” include six core areas:1. Two transnational teachers meetings which at the beginning and at the end of the project, to agree on the implementation and the evaluation of project goals.2. Six learning activities where each partner school is the host of the other project members. In these learning activities we will have workshops focusing on the development of the products.3. In each learning activity a company visit is planned (digitalization of companies). The purpose is to investigate where the theoretical knowledge can be applied practically. 4. All activities in the project are evaluated. Our goal is to measure the participants` individual progress and to find out what competences are acquired.5. Another part of the activities is dissemination with the purpose of informing a broader audience about the current state of our international project.6. The development of products that can be used at all participating schools and their partner for school lessons, open days, guided tours etc.Our tangible products are based on digital know-how. We are planning to exchange our knowledge with all project participants before the development of the products. The necessary skills will be taught through e-learning platforms and learning activities. This will guarantee that each partner can be supported, no matter if certain programs are new for a specific partner school.In our project the following results are expected: TANGIBLE1. creation of a project logo2. creation of a reliable, digital evaluation survey in order to assess the results3. digitalization of a humanoid robot 4. virtual city guide through all partner cities with the help of a mobile device and an app5. virtual traditional dish and menu of each partner country6. digital brochure showing the details and results of the project 7. virtual instruction guide for the developed productsNON TANGIBLE8. development of skills in using virtual technology such as (MS HoloLens, virtual apps)9. knowledge of how to plan e-learning sessions and transmitting interactive contents10. improvement of linguistic competences11. improvement of cultural awareness and cultural understanding12. improvement of multimedia skills13. understanding how modern applications, software and Industry 4.0 are integrated in today`s world of work14. enhancement of students` employabilityDuring the project, all participants will have acquired relevant skills in these areas, and passing them on to other students is an important objective.

This partnership involved seven secondary schools in the project entitled “Skills4life”.Partner countries were chosen under the following consideration: each partner country (coming from different part of Europe) represents different state of economy with various rates of unemployment and different level of the attainment of transversal skills as well – by comparing all the things mentioned we can draw the conclusions and „make” equal European employees. By comparing in Europe these different figures we will be able to make a deep analysis of successful strategies and means to form future European workers, ready to enter the job market with equality of conditions. So the extension of this analysis from North to South of Europe, this overview will afford more data for theproject and the basis for the planning of activities.It was assessed that the partners represent countries with different economic, social and political realities, in order to obtain, as much as possible, a more comprehensive and global treatment of the subject. For the same reason we have tried to involve in it a variety of school types (vocational, private and general education schools). Our project aimed at stimulating a sense of entrepreneurship and creative mindset among Young people as a key factor in their future life linked to their professional and personal development as well. These goals were achieved in 13 smaller steps: These were as follows:1. A digital timeline where there will be references on the history of learning and teaching 2. Portfolio - Me and my learning. Identify your skills – all the students gather information about themselves - to emphasize the connection between learning in school and future adult life; to stress the importance of learning how to learn; to identifystrategies for learning used by students including: know yourself -learning history and motivation, about giving and receiving feedback, skills they have and skills they need culture, 3. A printed book - Back in time - about each partner’ traditions, what is learned from the ancestors. It can help the students develop the understanding of who they are and what they can become, it develops also intercultural competences 4. A library of movies where a person gets into a foreign country for the first time, and encounters culture shock, trying to adapt to the new culture 5. Card gallery- collection of portrayals of intercultural incidents in caricature style to raise awareness of different perspectives on an incident or misunderstanding among different cultures. 6. Documentary – I can help-charity event, students in each country prepare a charity event which will be trying to solve some local problems, answer some needs of people living around, 7. A video Who is who which will present the most prominent entrepreneurs from Europe. 8. A collection of digital work sheets and evaluation sheets designed with the web2.0 tools which can be used by teachers in the classroom. 9. A vocabulary booklet - Alphabet of entrepreneurship – (digital and printed) of the most common terms connected with entrepreneurship 10. A digital file with the titles, trailers and a short description of movies with great lessons for entrepreneurs, 11. A booklet and ppt presentation -An Unemployment factfile – with data concerning the unemployment rates in each partners’ countries,12. A guidebook - Preparing for employment – tips about job interview, covering letter, CV, 13. “European Skills for Life Handbook” – it’s a collection of the most important information gathered/learned through 3 years project, made up with the results of the 12 questions survey done to each company when students visited them, 14. Diary ofvisiting local companies with the data the students found out, the problems and successes, marketing, employment issues aand working conditions. 15. Brochures and posters for the promotion and dissemination of the project. 16. Blog about the project where the activities carried out in each school , photos , as well as the information on the meetings , were constantly updated.Thanks to these activities, their participants were stimulated to develop and to assess of key competencies including basic skills and transversal skills particularly entrepreneurship, languages and digital skills as well as their artistic, creative abilities, communicative, organizational and social skills. ICT skills, research skills were practiced while preparing project products: leaflets, multimedia presentations, films, interviews, DVDs but not only: also to contact other teachers and students. Self-involvement, active European citizenship and European solidarity were the values we shared. Exploring how the countries work , finding the best things despite differences among them helped us promote intercultural dialogue in our schools and local communities and made the pupils realise the importance of mutual understanding within European Union.