The ‘Think Green’ project is a reflection of an important global issue, the solution of which could be found for a given region with the participation of at least several countries. Common issues unite people and motivate them to look for common solutions. Harmony between the human creator and the human being is needed. The primary objective of this project, which includes five schools from five different countries, is to help form an ecological attitude towards nature. The participants will focus their efforts on modern man and make him change his attitude to the habitable world because the trouble of modern man is that he has become a consumer of nature. This is a project that will raise the question for the responsibility to the next generations. Its aim is to help young people change not only their attitude towards nature, but also to make adjustments to ethics and their value systems. Therefore each partner will explore the renewable energy sources in his region or country and will present them to his project partners and all of them together at a round table will look for answers to questions like: How to save energy at home and at school, what and how to recycle, how to store energy? This is a project that aims at alarming as many people as possible in Europe. That’s why, we will make an interactive map of the renewable energy sources in the region where students live, in order to stimulate their interest in green energy. During the trainings we will visit a photovoltaic or a wind farm in the given region to find out about the benefits of this energy. This will also help form a civic position and a desire for coping with the apathy of modern man, who lives with the thought that this does not affect him and nothing depends on him. In addition, we will make sure to include students with special educational needs to find their place in the project and not to feel isolated, unworthy and a burden to society. They will gather materials for recycling and disseminate brochures. Our project will act as a call for help and as a result we expect to educate young people with an active civic position. Once the project is completed, students’ participation in civic initiatives for the promotion of renewable energy will be the proof that we have achieved our primary goal and have signaled that there is still a chance for the Earth to be saved before it is too late. The project will encourage multicultural education, tolerance and will also provoke desire in each participant to preserve nature and seek alternative energy sources. We hope this desire to be contagious and to attract more and more people to the ideas of the project. One of the best activities will be publishing students’ essays in a collection. The beginning that we set for our ‘green initiatives’ will be followed by new similar acts that will be spread like a domino. Learning, teaching and training activities will bring together pupils and teachers from different European countries, and this will help the collaboration of people belonging to different cultures. This cooperation will definitely be very useful and innovative and will help build trust and respect among all participants. After each training meeting, where students will demonstrate the acquired skills, we will give them a certificate ‘Responsible for the Future’, certifying the following skills: creativity, active citizenship, defending a position and making quick decisions, logical and creative thinking. Each creative product will receive a certificate. We will try to teach our students to think creatively and critically about issues related to alternative energy sources. Students will gain confidence that they know and can be responsible and that they are part of the future of the world. It is becoming more and more evident that conventional education can no longer provide optimal knowledge for modern society. Therefore, we will apply new, interactive practices at our training meetings which operate on a principle, different from the one so far. We would also like to apply an alternative approach to the learning process. We will cooperate with non-governmental organizations, local student parliaments, local formal and informal institutions and schools in the region to disseminate the project results and products. The sustainability of the project will be ensured by shooting films during meetings which will be available on CDs for each participant. The products from recycled materials will be distributed after project’s end, too, because we believe that perseverance and tenacity are what is needed for the successful realization of our common goal.

Our most important goal is to prevent early school leaving (ESL) and supporting all students from all levels. Studies show that people without secondary education are less involved in democratic processes and are less active citizens. With the help of our project, we intend to create schools which are much more than a place merely for teaching, but rather an institution intended for upbringing a future active citizen who has basic abilities for a healthy and good lifestyle.With the help of this project, we (Portugal, Latvia, Turkey, Romania, Poland) intend to cover two dimensions: being active and learn to living EVs, specifically in sport environment by emphasizing fraternity, justice, peace, equality-especially gender equality, tolerance, solidarity. These are the important values and we believe that sport is a good way to learn and transform them to the daily life.We also intend to promote number of persons who give importance being physically active not only because of health related reasons but also social-related reasons. With the help of this study we will promote equity and inclusion by giving chances learners with disadvantaged backgrounds and fewer opportunities, enhance the quality of education in partner schools and promote being international and ultimately prevent ESL by making students deal with activities and work cooperatively in a group. To understand the effectiveness of the project a pre-test and a post–test analysis will help us. Prepared questionnaires will be applied to both control and the experiment groups. Although the experiment groups will participate a-2-days-a-week training program, the control group not. In this project, totally two Transnational Project Meetings will be actualized. The objective of the first one, in Romania, to plan all the project process; indicate which sports games will be emphasized, practiced and through which EVs will be put forward, or how evaluation procedures will be administered. The 2nd meeting will be in Poland where partners will evaluate all project process and find a way of writing final reportTo strengthen the quality of the project through the cross-border cooperation and to include the pupils for their own development and to get an idea about other cultures, this project includes 3 teaching- learning and training activities. The 1st meeting will be in Latvia where pupils show their preparations about Fraternity and peace. They will also learn each countries traditional games. The 2nd learning/ teaching and training activity will be actualized in Portugal. The mobility will be in March. All the participants work for organization of an exhibition showing women success in sport, and a date banner including people struggling for the justice. The products will be shown in Portugal. Pupils are also responsible for the practicing swimming, Folk Dance and/or fencing. All the partners will do some activities to increase awareness about women and sport on Women’s Day and during the March. After the 2nd learning/ teaching and training activity, an e-book (O1) collecting traditional games of the partners will be published. The last learning/ teaching and training activity will be in Turkey. Before the activity, pupils will study on tolerance and solidarity. They will prepare a school magazine and prepare a theatrical activity-role play. These activities will be presented in Turkey. A comprehensive conference (E1) prepared and organized by Turkish Sport for All Federation (TSFAF) and Inonu Anatolian High School (IAHS). Activities related to tolerance and solidarity (walking, running, Trekking, cycling) will be practiced during the mobility. All the partners are obliged to do evaluation and informative meetings after return of each exchange of pupils, to understand what participants have done or which topics are covered to include the school stakeholders into the process. By all the informative activities, introductory booklets, banners, Transnational Project Meetings, Teaching- learning and training activities, communication groups, websites, posters, brochures, corners and slogans related with EVs and the importance of being active, this projects aims to reach approximately 8000 direct and indirect people.In addition to the O1, this project will also produce “A Comparative Study and Needs Analysis Report” (O2) which will be published and uploaded on the net. It will be also published and delivered to the Local or National Institutions and/or the school libraries for the ones who are interested in the child development.

Teachers of 5 EU schools from Germany, Poland, Turkey, Latvia and Italy united their effort in creating a project targeting high school students aged 13-18 years old. The common needs identified among all partner schools were: the need to develop students’ interest towards social issues, to boost students’ employability skills and to strengthen their feeling as European citizens. Therefore, our project comprises 3 dimensions – educational, professional and cultural. The activities were designed so as students aged 13-18 developed their creativity and competitiveness, key factors needed for the European growth.Working together helped the participants to reduce stereotypes, racism, xenophobia and combat prejudices, discovering the cultural features, and understanding different EU lifestyles. The participants were united in diversity and they promoted the European identity, especially that our project ensured the geographical diversity.The aim of “Approaching Social Issues By Film“ was to develop the digital skills of students from 5 European countries and encouraging them to reflect about social issues during a two years project.Therefore our objectives were: - To build up communication and interpersonal skills - To develop ICT skills and digital competence - To expand creativity and critical thinking skills - To encourage students to approach social issues actively - To develop practical skills related to film-making - To boost interdisciplinary thinking linking different elements - To raise awareness about cultural features, similarities and differences - To improve English skills and get exposed to other EU languages A total of 80 students and 40 teachers directly were involved in the project activities. The participants improved their competences in using film-making applications, tools, and techniques; related to communication, language, ICT, digital and problem-solving skills; their awareness about the EU diversity and of the necessity of active citizens promoting mutual respect, tolerance and peace. The students also developed team working skills as most of the activities require group work. The activities were designed to boost participants’ film editing skills and knowledge in their attempt to create more appealing teaching materials. The project was linked to the priority we had selected in the way that students identified social issues, reflected about them, exchanged opinions about their causes and effects, suggesting solutions, learned practical skills needed to accomplish practical tasks. Therefore, the students’ motivation for learning and cooperating were stimulated. The project responded to the current needs to develop ICT and digital competence for all students at the EU level. Focusing on social issues complemented the school work of civic education, social science, religious education, philosophy that teaches moral values like tolerance and mutual respect from a pedagogical perspective. The project took these values to the next level, the level of practice and real life experience. The interdisciplinary approach in designing the project activities led to achievement of the project’s objectives. Using films as key element to address social issues developed social empathy and awareness, as well as digital skills in the learning by doing process stimulated the students’ interest. The students shared their visions about short films with an impact that addressed social issues; they saw their EU peers’ vision and exchanged opinions about topics of their interest. Then, they learned the steps to make their own films, and gradually became proficient in understanding the technical aspects of film making. All activities promoted the freedom of expression, social cohesion, active citizenship, creative and critical thinking.The participants interiorized values like tolerance, mutual respect and acceptance in diverse life situations, being exposed to issues like the sense of belonging to a group, racism, different social backgrounds, disability, gender inequalities, homophobia, xenophobia, etc. The project offered participants the opportunity to learn determining a growth mindset helping them to respond with constructive thoughts, feelings and behaviors to life challenges or setbacks. Such mindsets boosted the participants’ intelligence for academic tenacity and performance. As students and teachers worked closely to reach common objectives, on the long run it helped the teachers to be more aware of their students’ needs, to consider carefully the students’ interest and aspirations and to understand how they can be best supported.The schools strengthened their cooperation with other EU institutions and acquired more experience in implementing Erasmus+ projects.

The current situation, shown by the Eurostat data 2019, related to the unemployment rate of young people is high in different European Countries. Concerning the EU Media (35,2%), Italy has an unemployment rate of 42,7% followed by Greece with 40,6%, Bulgaria 35,8%, and Latvia 30,4%.The youth unemployment (labour force aged 15 to 24 years old - the earliest point at which mandatory school education ends) tends to be higher than unemployment in older age groups. Typically, teenagers who are fresh out of education do not find jobs right away. Additionally, it also tends to be higher in emerging economies than in industrialized nations.In the European Union, unemployment, in general, has been on the rise since 2008, which is due to the economic crisis which has led to a considerable job loss, fewer job offerings, and consequently, to a rise in the unemployment rate.All in all, the number of unemployed persons worldwide is projected to rise, and this is not due to the economic crisis alone, but also the industrial automation of processes previously performed by workers.The transformations of the worldwide economy lead to the need for digital skills for nearly all jobs where ICT complements the existing tasks. Careers such as engineering, accountancy, nursing, medicine, art, architecture, and many more - require increasing levels of digital skills.However, on the base of the Eurostat data, the percentage of young people who have basic or above basic overall digital skills in 2019 are 51% in Greece, 43% in Latvia, 42% in Italy and 29% in Bulgaria.To cope with this situation, several key competencies facilitate young people's transition to the job market and future career prospects.In this direction, according to EU Commission communication ‘Rethinking education: investing in skills for better socio-economic outcomes’ (2012), entrepreneurship education, a one of the key competence, is recognized as the supporting tool for young people to develop a general set of competencies applicable in all walks of life, not simply about learning how to run a business. This means acquiring the ‘the ability to think critically, take initiative, problem-solve and work collaboratively’.Consequently, real-world experience, through problem-based learning and enterprise links, should be embedded across all disciplines and tailored to all levels of education to create new opportunities for business creation as a career destination.In this context, the common needs emerge among the countries involved:1.To promote entrepreneurial and digital skills in school curricula in terms of concrete knowledge, skills, and attitudes.2.To encourage the development of critical thinking and problem–solving skills in students to cope with new digital challenges.3.To promote STEM approach to reinforce interdisciplinary and multidisciplinary teaching in a different contest with the involvement of all academic disciplines and guaranteeing social inclusion and gender equity in this particular field.4.Reinforcing school and teacher networks to share resources and best practices.Thus, the project responds to these needs with the following objectives:- Defining a common framework for digital entrepreneurship following the EnteCom Framework.- Designing a new curriculum for the promotion of new digital careers with a special focus on STEM skills development with the support of the European Digital Competence framework.- Operationalizing such curriculum through the application of the design thinking method which promotes the development of creativity, innovation, and an entrepreneurial mindset with a strong focus on understanding the needs and desires of the end-user.- Supporting STEM skills (vertical and horizontal skills) useful for professional careers for both teachers and students.- Improving the collaborative sense among teachers and schools through the exchanging of experience, best practices focusing on the interdisciplinary and multidisciplinary approach.Target group: Secondary school teachers and students.The main results will be as follows:- Framework to integrate entrepreneurial and STEM skills through design thinking approach- STEM and entrepreneurial skills reinforcement through 3D serious games environment - Outputs and Recommendations on integrated STEM and entrepreneurship educationShort- term impact:- on students: improve STEM and entrepreneurial skills; increasing student motivation through the design thinking approach for STEM and ICT careers and a 3D Learning Environment;- on teachers: provide them with needed skills on how to integrate STEM and entrepreneurship education in school curricula; improve teaching processes through design thinking approach; reinforce their role as learning facilitator for entrepreneurial and STEM skills development.Long-term impact:- A digital entrepreneurship curriculum to be integrated into the school curriculum- Supporting transnational cooperation among the schools