Learning environments in which participants share the education-based, innovative ideas were created in the scope of the aim of the Project. 4 Workshops – Science, Mathematics, Technology, and Robotics-were embodied in those learning environments.Since this project focused on up skilling Holistic Learning, an international education environment was set and cultural interaction was created. For this purpose we worked with overseas partners who have innovative ideas.The aims of these sharing were to decrease the rate of unsuccess, absenteeism and dropout rate of students of schools in backward areas. Thus, students with research skills, and who were interrogative, forward-looking, creative and interested in science and facts were reintegrated into the society. Workshops were provided for risky students in the educational performance and for those with increasing performance .The detrimental effects of digital age was minimized by educating teachers and students in coding in the workshops of our project. The goal of workshop studies to improve the capability of coding and to make it a part of basic education was full-filled. Studies for providing everybody information, value and skills required at international level and giving children, the young and adults access to sufficient education at all levels was accomplished by conducting workshop training. By practicing on the workshops within summer schools, the persistence of efficient education activities, learning based, collective and permanent learning opportunities and use of free time were targeted. Project partners were composed of organizations which support their managers and teachers to create high-level skills by taking different educations. By initiating STEM-training at schools, we desired to practice the Project in need of bringing an innovative viewpoint to learning and influencing students’ knowledge and skills positively. Overseas training and dissemination of these training at our schools was the main stage of the studies that aim to enhance the outputs of student success and performance. We shared out STEM-Lab activities carried out in educational environments for each partner so as to support the improvement of their own education systems. Participations comprises of virtual and overseas mobilities and 5 teaching-learning activities were full-filled completely. At the outset, we made a mobility for introduction, planning, time managing, determining activities. Teachers and students participated in two international mobilities which are on site for the observation of our educational practices. There were overseas mobilities where the good implementation examples of teachers were shared. With those workshops, we aimed to pick up activities which could be participated in classes. Two overseas mobilities for mid-term evaluation with the aim of following the lifecycle of the project, evaluating the studies and identifying the defects were carried out by the partners. Finally, there were virtual meetings for the last meeting of the Project due to the Covid-19 pandemic and reporting as well. The logo(https://docs.google.com/forms/d/1Hl5pULnEfE3rf1432NwKZoZXF7Vpn1HzNdXbPW44OpA/edit), brochures ( https://twinspace.etwinning.net/81421/home), participants’ studies and outputs in STEM-Lab practice workshops were put our web site (https://handsonmindson.co), Facebook (https://www.facebook.com/groups/288703751994891), TwinSpace (https://twinspace.etwinning.net/81421/home) and Youtube channel (https://www.youtube.com/channel/UCR1SRlW4ZrpnKgH6PHayevw/videos) and our schools’ website (https://aksarayaal.meb.k12.tr). The Project introduction, partner’s communication and studies were shared out by participating in blogs, Google groups, and forums by partners. Robotics projects and products prepared by students on e-twinning training environments were shared and meetings and communion were provided. Extending the project with innovative ideas and turning those ideas into practice were the objectives. Student groups of the project are on social networks and be aware of all the stages directly by creating Web pages. With authentic course material design contest and STEM-Lab activity-based course, perform video contests we set good examples in training. This knowledge are in use for forming activities, course files, and E-Books. The introduction, application and international activities of Project were presented at a national official radio channel by broadcasting a live program. The aim of this was to declare how significant Stem-Lab in an education system is to all parts of society and that was fulfilled. At the end of the Project, a Science Fair on which products of the teamwork of partners were displayed was held. For the sake of fascinating science, awareness of the ability to design was created by learning innovative ideas from the partners. Sharing technological products and scientific processes and manipulative helped everybody understand how important the Stem education is. STEM-Lab samples containing web site and consisting, of course, materials were held out as a joint publication. The multi-dimensional thinking abilities, providing accommodation to technologic improvements were developed by programming and coding with robotics projects.

In this project we will create new teaching materials based on the creation of real products and real marketing channels. The students and teachers will be working on project tasks where the theory will be focused to give them support and finally, achieve the goals. Teachers will motivate the need to know new things and develop the project through an initial activity that awakens interest and gives rise to questions. Teachers will create a question, the answer to that question will focus the work.During the work, students have to be the protagonists: to think, to choose and to make decisions. During the project students will work in collaboration, communication, critical thinking and the use of new technologies.In the “e-commerce for start-ups” project our participants will roll up their sleeves and by using all the theoretical knowledge they will work on:-Creation of a product (a real one)-Market study - Marketing study- Product box design-Legal base for exportation-Funding- Manufacturing process -E-commerce web page-Customer surveysThe project is composed by six different schools located in Italy, UK, Turkey, Bulgaria, Greece and Spain. All of them are teaching Business and Entrepreneurship subjects in their schools. In this project we will pay special attention to cooperative work and communicative skills. Working in groups in order to achieve a greater learning. Showing the goals via different presentations will reinforce the communicative area. Education will be carried out following the logical process of thinking. Researching projects are a way of learning to learn in cooperation where all the above circumstances will be met.

Every year, tens of thousands of pupils leave school from countries within the European Union without a diploma or indeed any qualification...and with all that comes : low self-esteem, human tragedies, risks of social alienation and difficulties in adapting to the workplace. Mass education does not fulfil its role in entirety: i.e.- that of producing citizens, professionals, honest men and women of the 21st century as Montaigne would have said. This is a hard fact and an intolerable situation in countries which make up this partnership and in the European Union as a whole. So, we have to come up with other teaching and educational strategies to bring back those who have dropped out of the system in order that school becomes a welcoming , exciting and particularly formative place for the young adult to tackle the realities of life. Nobody should be left by the wayside without any solution. Without doubt, this is a matter of selecting the appropriate place, in other words, matching child / adolescent with the social organization/educational system. How can we give individual attention to each pupil and offer adaptive solutions for everyone? The way of life, personalities, socio-cognitive abilities and social –cultural backgrounds are incredibly diverse. If the majority of pupils adapt to studies in general without too much difficulty, a certain number of them will require specially adapted paths to meet their needs. Through this partnership we wish to share our teaching and educational experience for mutual enrichment and to exchange our best practices in the fight against the school drop-out rate. The sharing of practices will take into account the problems and challenges expressed by the pupils in difficulty. We will exchange information using the institutional response formats put in place by our respective countries and the context of social and cultural backgrounds . We will outline our practices in terms of professional training, adaptation to the workplace, cognitive and psycho emotional remediation without forgetting project-based learning with proven examples or relevant artistic practices. The entire range of practices will be discussed in our meetings between teachers / educational partnerships. From this exchange of ideas, before and during our meetings, a review will emerge which will be transferable to other socio –educational contexts and to other European schools. This transfer will be operated through a European platform concerning the school drop-out rate; to which teachers will have access for the delivery of our practices and will subsequently be able to share their personal and innovative practices with their peers. This methodological study concerning the school drop –out rate would not be complete without the involvement of pupils in difficulty and we would expect each school in the partnership to select five potential drop-out pupils and lead them to work together and thus achieve a European dimension. This pupils’ cooperative work will be achieved through the European digital platform called E-twinning , and all exchanges will take place in the Twinspace. The pupils themselves will define their project ( video, music, artistic activities ). These projects will be presented at a teacher/ pupil meeting at the end of the year in one of the partnership schools ( 1 meeting each year i.e 2 meetings teachers/pupils in two years) In this sense ; a European dimensional integration of pupils will truly play its role in the leverage to counter the school drop-out rate.