"The ""School as a Launch-Pad of your Career"" was implemented by 4 partners: Narva Pähklimäe Gümnaasium from Estonia, Sehit Yurdakul Alcan Ortaokulu from Turkey, Escola Secundária/3 de Barcelinhos from Portugal and Gimnazija Brezice from Slovenia. Dates of the project implementation were IX 2018 - IX 2020 but due to coronavirus the project was extended for 6 months. Throughout the whole project all partners followed the strategy to share experiences related to facilitating the development of students’ employability competence and their entry into the labour market, prepare students to meet challenges of the labour market and provide them with necessary knowledge to prevent them from unemployment in the future. The project was designed to help the participants to connect their interests and abilities with a profession they want to choose in the future. During the project the participants obtained both theoretical and practical skills in the field of professional and career development. The activities took place in the form of 4 topical units: Uncover yourself, Paperwork, Communication, Practice makes perfect and 4 meetings (3 physical and 1 virtual) in the participant countries.As a result of implementation of this project during the four meetings the participants got a new knowledge about the topic of career planning, to be more precise, all the students started to create their own portfolios, where they collected all the materials and test results. During the project, the students developed different skills and gained more knowledge about interacting and communicating within different professional contexts. The contact with local companies, factories, educational organisations enabled the participants to learn more about the importance of being employable and creating a good first impression as well as how to make a good job interview. Due to the workshop conducted by the school psychologist and the worksheets the students could practice the answers to such important questions as "" Tell me about yourself, What are your greatest strengths and your main weaknesses, Why should we hire you?"" and get practical tips how to build a good CV. Learning about different rules of business etiquette enabled them to role-play different situations and record themselves on video. Attending a table etiquette course gave the pupils the notion of how to behave at the table and show good table manners. During the live interviews the pupils had the opportunity to ask questions and find out more about the peculiarities of each profession. The preparation as well as the activities implemented during the meetings, allowed the students to learn more about labour laws and working conditions and compare the differences and similarities between the countries. They were able to develop soft and hard skills as well as language skills by making presentations and presenting them, improving their public speech; there was a greater interconnectedness among the partners thanks to interactive and sports activities. Digital skills were in focus as remote digital platforms were privileged during a virtual mobility. The participants became acquainted with different techniques to avoid procrastination and to manage their time more effectively and productively in their school life, as well as the future workplace. The job shadowing enabled students to have a clearer perspective of the world of work, the career path professionals take, and the benefits of each job. They were also able to see if the jobs involved were connected to their personal interests. Thanks to this project the students have become aware of the fact that choosing a career is a process and not the result of a quick decision. They were able to get from the project the first steps to take in the choosing of their future career. By the end of the completion of the project all participants collected some information to create a personal portfolio. The results of all tasks are presented on the project school website of the leading school, on the eTwinning platform and on the Erasmus+ Project Results Platform. Besides, the portfolio will be later used as an example of the accumulated experience and personal growth for other students wishing to complete the course and as a study material.As a result of the project a course ""Steps to boost your employability"" was created. This course was shared with other partners and placed on the school’s webpage, on the eTwinning platform and on the Erasmus+ Project Results Platform. Teachers, students, their parents can get acquainted with all necessary documents, templates and information on all these platforms. The dissemination of the results of the project was done on the school website (https://pahklimae.edu.ee/et/erasmus1-est), some information was broadcast on school TVs, by posting in social media, in local newspapers, master classes, seminars. It is planned to present the course ""Steps to boost your employability"" to the teachers of other schools so that they could use it as a handbook in working with pupils in basic and upper-secondary school or as a syllabus of career orientation. Due to the serious situation with coronavirus and strict regulations this meeting was postponed till the mid of April. This event took place on 21 April (https://www.facebook.com/1447230578845966/posts/2971127399789602/?sfnsn=mo). As for partner schools, they plan to implement in their career orientation programmes testing, job interview under the supervision of a consultant, CV preparation, job shadowing, time management and some topics covered by the project will be integrated in the English and native language classes."

"The project ""Students' empowerment through school environment"" is prepared by the schools from Estonia, Turkey, Slovenia, Sweden and Bulgaria.The purpose of the project is to improve and modernize environments of the partner schools (modern solutions for physical environment, distance learning, active participation of students in the school life, reduction of bullying, supporting atmosphere, students’ involvement in making decisions, etc.). The project works with five aspects of learning environment: physical, intellectual, social, psychological and digital.The expected project results are:1. 5 students' exchanges are successfully arranged with at least 100 students and 40 teachers;2. 5 digital infographics are made as a result of the mobilities, they reflect schools' new position and pursuits on the ideal environments and their ideas are implemented at schools;3. 5 analyses of the school environments (one for each school) are made in the participating schools, which state the schools' current learning environments (their advantages, disadvantages, needs for a change). The analyses are made based on the research carried out in each partner school in October-November 2020. The participants of the research are students, teachers and parents (at least 60 persons).4. The students' key competences are reinforced and developed, which is proved by their self-reflections and teacher's observations.5. The participating schools' learning environments are improved and they are empowering, student-friendly, person-centred, creative, sustainable and effective. The result is measured with the research made in May 2022 in each partner school. Working on achieving the results we will make our schools more attractive for the students and in this way reduce early school leaving and disadvantage.The age of the students in the project is 13 - 17 years. There will be 5 students and 2 teachers from each partner school in every students' exchange. Both teachers and students will be selected in the beginning of the project.In the present project we plan only students' exchanges, which will allow us to achieve the project results. Each mobility is dedicated to one of the aspects of learning environment at school. Every time there will be different teachers (one new teacher and one coordinator -the same in every mobility) and students taking part in the mobilities.Each partner is responsible for their aspect of the learning environment:Narva Vanalinna Riigikool - digital environmentProfilirana matematicheska gymnasia ""Konstantin Velichkov"" - intellectual learning environmentTarsus Mehmet Akif Ersoy Ortaokulu - social learning environmentGagnefs kommun - psychological learning environmentGimnasia Brežice - physical learning environmentBefore each mobility there will be virtual exchanges in eTwinning. This preparatory work will allow the students and teachers get to know each other before the actual mobility takes place. They will feel more comfortable and relaxed and they will know a lot about their countries and cultures. It will save our time during the students' exchange. Moreover, the students will be prepared for the topic of the mobility, think about it, collect ideas and it will help them during their work in international teams.The level of the project success will be measured with the following tools: evaluation after each learning programme, final evaluation, monitoring checks, quality control questionnaires, individual and group reflections, observations and sharing the achievements and changes.The main impact for the participating schools will be a thorough analysis of the all the aspects of learning environment, plans for improvement and infographics to use as visualizations of schools' pursuits and principles in creation of their learning environment, developed by the teams of students and teachers."

The present project united the schools of 5 European countries, which developed the mediation system at schools for the purpose of students' support in the educational process. School mediation supports those students who are at risk of dropping out from school due to conflicts, their cultural background, disadvantaged positions, etc. The pilot program for mediators was launched in Estonia and then the efforts and experience of different countries were combined for the primary purpose of the new project: create a free systematic methodical resource book (a model ) for motivation, training and practical work of school mediators, based on the experience of European countries, as well as the subsequent implementation of the model of mediation in the European Union as an alternative method of conflict solving in the educational institutions. The model and materials of the resource group were tested in all partner institutions: Narva Kesklinna Gümnaasium (Estonia), Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Valadares, Vila Nova de Gaia (Portugal), Gimnazija Brezice (Slovenia), Bundesgymnasium und Realgymnasium Wien 21 (Austria), Kozgazdasagi Politechnikum Alternativ Gimnazium es Szakkozepiskola (Hungary).The participants were 3-4 adult specialists (teachers, management, social workers) and 10-12 students from each country who prepared meetings, actively implemented the project program in the schools, worked out materials, analyzed mistakes and best practices, organised seminars. Apart from the local work the project included 2 transnational partner meetings and 3 international short-term training activities. Indirect project participants were children from Form 2 to 7, their class teachers, who were interested in promoting mediation system, were in contact with their parents, received assistance in creating friendly classroom atmosphere, assistance in solving quarrels, and the parents of these children, who were notified and gave their agreement for their children's interaction with the mediators.The main result of the project is the logical culmination of the primary purpose - the creation of a manual (a model) for professionals on the preparation of school mediators and subsequent dissemination and implementation of the model n the EU.

“Cinema-My Dream” on to Dİgital & be Europeans has its roots in 3 key European recommendations emphasizing the need of young generations to use effectively the ICT tools of XXI century society and the necessity to train teachers to acquire a better digital competence to enable them to manage these tools in their daily educational work. (“The Survey of Schools: ICT in Education”-February 2013 and the “Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on the Digital Education Action Plan”-January 2018).The third document, the “Proposal for a Council Recommendation on common values, inclusive education and the European dimension of teaching”(January 2018)provides us a massive source of information to believe that working on social values is a fundamental priority in all our schools to face the difficult fight against prejudices, racism, injustices and stereotypes.This project addresses a direct target group of, at least, per country 20 students and 8 teachers and totally 100 students (12-19 year old) and 40 teachers of different subjects coming from BG–PT–SI- RO -TR. It is built around activities belonging to 3 dimensions - cultural, educational and professional.The cultural activities include researches conducted by students to find out differences and similarities in each partner country. The aim is to strengthen readiness to fight prejudices and gather around similarities: a more conscious European identity coming from 5 different cultures united in diversity.The educational activities aim at improving teaching tools to align them with the needs of native digital students allowing them to become more adaptable, flexible and versatile teaching them fundamental democratic values such as tolerance, respect, acceptance and fighting together racism, inequalities, xenophobia, homophobia.Professionally, the activities will cover the enhancement of digital skills and language competences through the acquisition of technical abilities regarding the cinematic technique, movie-making in all the different steps of a film creation: writing the screenplay, acting and shooting the scenes, production and post production issues, photography and soundtrack.The main objectives are:- To develop practical skills related to film-making- To enhance critical thinking skills and creativity- To develop interpersonal and communication skills- To let students actively approach social issues- To recognize different cultural traits and analyze similarities and differences- To improve digital competence and ICT skills- To improve the level of EnglishThe envisaged results are:- improved ICT skills and digital competences of students related to video-making tools, applications, cinematic techniques- enhanced problem-solving skills and communication- increased awareness of the diversity and similarities of European countries- more developed awareness of social issues and a more concrete involvement in community life- improved language competence and communication skills- improved group and team work abilities.The methodological approaches used throughout the project will be a key component to reach the planned objectives. All the activities will be based on cooperative learning, team work and learning by doing, by using and by interacting. The discussions about the social issues conveyed by the films they will watch and they will produce, will be structured using the “fishbowl” technique, the “play decide” approach, the “debate” methodology. All the activities will be student-centered while the teachers will be guides and mentors.The dissemination strategy will aim at reaching a broad valorization of the project outcomes, both within the institutions involved and outside, enlarging the beneficiaries of the foreseen results. The dissemination plan is meant to produce a cascade effect, through the promotion of the outcomes and a bottom up approach addressed to a larger number of people. It will be supported by all schools within their numerous contacts with other institutions at local, national and European level: meetings, conferences, articles will promote the experience, the results and the outputs as best practice.Concrete outputs will include, the project website, implementation of the film clubs and of the FB page, the distribution of the final e-Book and the participation of the common film produced, “Our Common European Treasure” in local/national competitions whenever possible. These actions will visibly impact the entire school community by involving an increasing number of students and teachers, also ensuring sustainability of the project outcomes. Workshops and disseminating events will be open to all the students and their families, to all the entire schools staffs as well as to other schools of the area, local authorities such as Municipalities and City Councils, potential stakeholders such as associations.

"The project ""Encouraging critical thinking and active citizenship locally and globally"" is initiated by Narva Keeltelütseum (Estonia), Tarsus Borsa Istanbul Sehit Umut Sami Sensoy Anadolu Lisesi (Turkey), Klaipedos turizmo mokykla (Lithuania), Agrupamento de Escolas do Castêlo da Maia (Portugal) and Gimnazija Brezice (Slovenia).Critical thinking and active citizenship are the essential competences for young people if we want them to take care of our society in the future, be responsible adults and contribute to development, prosperity and peaceful cooperation of our countries. This topic of the project is especially important now - during the isolation period connected with COVID-19. The social networks are full of fake news, which create panics. At the same time our communities need responsible citizens who stay at home or do volunteering activities. Planning this strategic cooperation we have stated the following objectives:1. To exchange best practices in the field of developing students' critical thinking and active citizenship and to make a toolbox of possible methods and ways, so that other teachers and schools could use them with their students.2. To arrange 1 short-term staff training event for teachers in the beginning of the project (10 teachers altogether) in order to collect the toolbox, plan students' virtual cooperation in eTwinning, learn from each other and external experts.3. To organise 4 students' exchanges in the partner countries for developing their critical thinking and active citizenship globally (80 students in total). During four mobilities different methods and tools will be used. Evaluation after each exchange will help us improve every following programme and make it more effective.4. To improve school teachers' competences in international cooperation and allow our schools to develop as learning organisations (at least 20 teachers will be involved in the project activities).We have two groups of participants in the project:1. Teachers of participating schools. There will be always two teachers in international activities (they can change) and supportive teams locally, who are responsible for implementation of toolbox, testing the methods, dissemination on the local level. The teachers work on exchanging best practices, coordinating students' cooperation in eTwinning, and collecting a toolbox.2. Students of participating schools. Four students per country will take part in each exchange (different students each time). The age is 15-18 years old.We believe that after the project our participants will be more critical, open minded, tolerant and active, they will be able to make positive impact on the parents and peers and also on the society in general.We will use the project results for integrating the activities and tasks for development of students' critical thinking and active citizenship in the school daily routine. We would also like to continue cooperation with the project partners after the end on the project either in other strategic partnerships or in youth exchanges or in virtual cooperation in eTwinning.For implementation of the project results in the partner schools every partner has to organise a training for teachers from their schools and make toolbox available for every teacher. Participation in the international project will be useful for development of our activities, our publicity and finding new local and international partners and support for our further work. The results connected with development of key competences will influence the participants, but they will also have impact on the participating schools in the long-term: increased students' and teachers' competence in English; development of teachers' and students' key competences through international mobilities and local work outside the ordinary lessons routine (social competences, learning to learn, greater understanding and responsiveness to social, linguistic and cultural diversity); more competence in digital learning (we will strongly encourage teachers to make bigger part of the tasks in e-learning environment and use eTwinning opportunities); more positive attitude towards the European project and the EU values at the participating schools in general."