In the course of the project “Kebab & Kluntje - Thinking out of the box” the participants develop and test a concept to sensitize pupils of the schools taking part to aspects of interculturality. We try out ways to make the pupils broaden and deepen their understanding of their own cultural identity and socialization and its external perception. Using two schools whose approach to interculturality differs a lot because of their environment, we intend to show how pupils can learn from and with each other to improve their integration and mobility in a modern Europe. During this project the pupils create several products to explain their everyday lives to the pupils of their partner school. Furthermore, they deal with the other’s world presented to them. In this way they gain intercultural experience. It is especially interesting that this project does not only include examining the unfamiliar elements of the neighbouring culture, but also realizing the heterogeneity of their own and the other country’s culture and society: the Dutch pupils are not “typically Dutch”, just as the German ones are not “typically German” either. The high percentage of pupils with migrant backgrounds on the Dutch side, and the rural origin of the East Frisian pupils as well, create the preconditions for a lot of chances of learning from each other.The pupils practise their acquired language skills and improve them in real communicative situations with the young people from the neighbouring country. By learning and using foreign languages the mobility opportunities of the young people sustainably grow in a modern Europe, too.In the first year of the project the pupils first exchange emails, then video messages on everyday topics like school, hobbies, family, living situations, national and religious holidays and plans for the future. These are presented and commented on in chat and videoconferences. In regard to the development of their foreign language skills it is planned that all contributions are written in the foreign language, i.e. the Dutch pupils speak / write German, the German ones speak / write Dutch.In the second year of the project the exchange visits are prepared and made. In terms of content, the week in the Netherlands will be dominated by the history and multicultural character of Amsterdam, the week in Germany will be dedicated to the local history of East Frisia. The youth exchange, joint sports and leisure time activities are the second pillar of the bilateral intercultural project “Kebab & Kluntje - Thinking out of the box”.During the third year of this project the pupils use their gained knowledge and contacts to write and exchange subject-specific contributions to their lessons. Other common subjects like geography, history and biology, but also English can possibly profit when the pupils contribute to the lesson through their gained knowledge - expressed in the foreign language. The products are exchanged electronically to give each other feedback on content and language. Thus, the pupils prove their increased intercultural competence in several ways. Moreover, they develop and enhance their skills in using the new media. In this way their future prospects are improved, too.We would like to present and evaluate our concept in presentations and discussions with representatives of other schools and external partners (e.g. of the local authority and religious communities).

"Our project ""How diversity makes us one"" adresses social processes such as discrimination, social exclusion and racism. These are topics that we are daily confronted with when we switch the TV or radio on. Hardly any other topic separates so many as diversity, cultural differences and prejudices against other foreign cultures or languages. However, often it is about the uncertainty and the inexperience of multiculturalism. These social processes build the mainlink for our project. Within the sope of our project we set the aim to offer multidimensional ways of tolerance and intercultural knowledge. Diversity is a central aspect of our teamwork. Especially during our several mobilities, diversity was the keypoint for all the activities which have been part of the project. A positive and diverse way of communication about similarities and differences between the cultures was conducive for learning. The project influences student´s key competences crucially. While using open educational sources and innovative methods students got the opportunity to improve several of their individual key competences and their own personality. This project led to a central improval of key competences such as mediacompetence, intercultural competences and student‘s competences of an individual judgement. The project tried to teach students in their role as a responsible member of the European Union through the communication and common work with students and teachers from different countries. Intercultural learning acted as one of the central positive effects of the project and should offer experiences of other foreign cultures and languages. Through the project students should learn about their individual role in a society of a European country but also about their responsibilty for their own country as a member of the European Union. Students got to learn about the history of the European Union and social and educational values of an European heritage. They unterstand that international learning and living improves the way of a lifelong process of learning. Moreover the project ""How diversity makes us one"" opened positive effects on the self - efficacy of students and teachers. Students worked as active participants and learned to organise and plan central parts of the project such as mobilities or additional project activities on their own. Effective learning based on the project ideas brought up active learners with creative ideas and a feeling of importance for students and their work. This progress led to a reduce of racism and the fear of different cultures. Students learned to be curious and open - minded and also open for intercultureal learning processes. This project offered the opportunity to improve the student´s identity independetly from their social and financial background. This led to a higher level of equal rights and opportunities in scope of international learning. A further important learning field of the process is the improval of multicultural language skills. The active process of communication in peer groups from different countries had a remarkable influence on student´s language skills. This process also made up new friendships and social integration which cross borders, language difficulties and intercultural differences. In conclusion this projects led to a multicultural way of thinking and dealing and showed students their resposibility for a lifelong learning process within an international background. Even after the end of our project students will understand the advantages of international teamwork. They will take only responsibiilty for their own cultural heritage but also for European heritage and other European countries which will decrease social processes such as racsism and discrimination."

The aim of this project was to develop evidence-based didactical material for financial literacy education for tertiary and secondary education levels and exchange best-practices. There was and remains a need for increased financial literacy education in view of widespread financial illiteracy and the benefits for individual well-being and society at large that are associated with high levels of financial literacy education. Although the OECD (Organisation for Economic Co-operation and Development) policy recommendation to introduce financial literacy education at school is well accepted, there is still no consensus on the optimal way to implement financial literacy education at school. By developing innovative materials on financial literacy education, and testing these materials in tertiary and secondary schools, we provided evidence based tools to improve financial literacy education. In addition, based on the OECD recommendation country specific strategies were developed to increase the level on financial literacy education across Europe and worldwide. However, there was no exchange of best practices across countries or exchange of didactical materials. We aimed to change this by creating an open-source website and actively exchanging practices and didactical materials. The project involved 14 different partners from five European countries – Belgium, Estonia, Italy, Slovakia and the Netherlands. Taking a cross-sectoral approach, cooperation between these countries was proposed for the project, with universities, secondary schools and intermediary organisations dealing with financial literacy promotion participating from each country respectively. The project addressed students and lecturers at teaching colleges and universities, and teachers and students at secondary education. Moreover, we actively have foreseen networking opportunities between the organisations outside the educational institutions. That way the project guaranteed a high impact at different levels. Moreover, the consortium worked (in two different domains) on key competences for lifelong learning and contributed to the realisation of the Recommendation of the European Parliament and of the Council of 18 December 2006. The consortium worked on six different intellectual outputs and organised three multiplier events. 1. Financial Literacy education 2018: descriptive and comparative analysisA comprehensive assessment and a comparative study was published, including the state-of-the-art related to financial literacy in the participating countries (for example: financial literacy in the training of teachers, in curricula and teaching resources for secondary schools) and complementing non-school initiatives in other educational institutions. 2. Curricular module 'Financial Literacy Education'The project partners developed a curriculum (module) on ‘Financial Literacy Education’. The aim of the module is to increase the level of financial literacy and help university students to make successful financial decisions. The curriculum covers aspects on making payments, loans, savings, and insurance. 3. Testing and transfer of the module 'Financial Literacy Education' in higher educationThe material, developed in output 2, was tested and evaluated. The implementation and evaluation took place in all participating tertiary education institutions in the second year of the project. 4. Didactical material on 'Financial Literacy Education' for secondary schoolsThe consortium developed didactical material for secondary schools. We found out which material in the participating countries already exist (output 1). Based on the results we developed new didactical material, which can be adopted to specific needs within a country. 5. Testing and transfer of the didactical material in secondary schoolsThe material, developed in output 4, was tested and evaluated in an experimental way. The implementation and evaluation took place in all participating secondary schools in the third year of the project. 6. Knowledge-PortalDuring the project a Knowledge-Portal was created. All developed content is integrated in this portal. In addition, the project partners linked the existing materials to this portal, which is also open to non-participating partners. An e-learning-portal, the project website, a news-portal etc. are part of the Knowledge-Portal.