"The project ""Regional Education in Common European Culture and Education"" was created thanks to the cooperation of 6 technical high schools from Poland, France, Romania, Portugal, Croatia and Turkey. The coordinator is a school from Poland.The topic is related to the development of cultural, social, language and IT competences for raising awareness of the role of education through culture in the modern world. The idea is about a deeper look at regional education, creative exploration of close spaces and preparation of educational materials extending the core curriculum in humanities (native languages, history, English, knowledge of culture and art) to include regional education. We think that our idea is worth developing for vocational schools as well as for general ones.The main goals also include:- developing an attitude of respect for the cultural heritage of your region while being open to the cultural value of the inhabitants of other regions and European nations- deepening ties with the region of its young inhabitants- developing a sense of responsibility for cultivating tradition and promoting the achievements of previous generations- improving the quality of humanities education in 6 institutions, including by incorporating interdisciplinarityWe will focus on activities:1. Exploring and discovering 6 regions: Silesia in Poland, Nouvelle Acquitaine in France, Central Croatia in Croatia, Buzau Region in Romania, Alentejo in Portugal, Aegean Region in Turkey2. Practical activities3. Exchange of good practicesSchool partners in the area of task implementation are most often museums, local authorities, and community centers.During the 2 years we have planned:- 1 short-term joint staff training event in Poland with a seminar- 5 short-term exchanges of groups of pupils in 5 partner schools and 100 mobility of students aged 14-20 and 65 for teachers. Students with fewer educational opportunities will participate in the activities.Topics of 6 international meetings include the above activities and are focused around:1. Creative Learning about Regional Education2. Traditional Costumes and Accessories3. Regional Dances and Music4. Old Professions and Fassions, Forgotten Objects 5. Traditional and Regional Food 6. Rituals at Birth, Wedding, FuneralOur methodology include:- organization of trips, conversations with educators, cultural experts, local artists and craftsmen- participation in creative workshops: learning regional dances, songs, cooking traditional dishes- searching for information from various sources- creating themed posters; filming movies, interviews, lesson plans- conferences and seminars on regional education, exhibitions of work, local events, meetings with representatives of educational and educational authorities of cities that we want to interest in the topic of introducing regional education to teaching- learn the teaching methodology of other partner countries, observe learning methods, manage activities and larger projects, manage groups of students during mobilities abroad, develop cohesive strategies to overcome school issues, have an enhanced role in their school and a good image.The results will be prepared in 6 national languages and in English. We create innovation by expanding the didactic base:e-Book ""REG"", scenarios of regional education lessons, exhibitions of works created during the workshops, e-dictionary in 7 languages, e-Twinning project website, themed posters, project website with materials in 6 national and English languages, films on the channel YouTube.Thanks to the project, participants will integrate with the local community, develop the system of values, a sense of life certainty and security. They will learn to function in their own environment, as well as to be truly open to other communities and cultures. They will acquire knowledge about the world and its role in it. We want them to notice problems and ways of solving them, be able to organize work (individually, in a group), express their own opinions and discuss, express themselves in various forms. The main task of regional education is to enrich the curriculum content with new elements of knowledge, which ultimately contribute to learning about your own cultural heritage.Long-term impact of the project is expected. By the end of the project, nearly 5.000 students, teachers and local stakeholders, authorities in partner countries will be given chance to remember our ancient values and be more aware of taking action about safeguarding the cultural heritages of Europe. The innovation will be possible to be used by teachers from 6 countries and Europe interested in the subject of teaching regional education, as well as teachers of culture, English, leading interest groups.The materials will be available on the project website, Project Results Platform Erasmus +, in Twinspace, on the school websites.We have planned various channels for project dissemination and promotion."

The KA229 partnership I'M SAFE AT SCHOOL! brings together 6 highschools from different corners of Europe trying to tackle a problem,bullying, and its effects on our school life and the school progress of the bullied:loss of interest in school;reluctance to attend school;low grades;limited social contact and the bullies:low grades;anti-social behavior,drop out of school.This partnership was suggested by the Romanian highschool after analyzing the cases of bullying in their unit(reports of the previous 3 school years of the discipline committee)and observing an increase in number of bullying situations despite local initiative.The solution is an exchange of experience at European level.After a call for partners on eTwinning, the responses from Italy, Poland, Greece, UK and Turkey showed that the problem is also present in other countries.After applying surveys in January 2018(Psychological Sense of School Membership and the Rosenberg self-esteem scales and a set of psychosocial questions)and analysing our school discipline reports we established 4 objectives:O1. BY THE END OF THE PROJECT, THERE WILL BE AN AVERAGE INCREASE OF 40% IN THE NUMBER OF STUDENTS WHO RESPOND FAVORABLY TO A SCHOOL SURVEY FOCUSED ON SELF-ESTEEM, THE FEELING OF BELONGING TO THEIR SCHOOL AND TO THE EUROPEAN COMMUNITY (AS SEEN IN THE PROGRESS OF RESULTS OF A SURVEY APPLIED AT THE BEGINNING AND AT THE END OF THE PARTNERSHIP).O2.BY THE END OF THE PROJECT, THERE WILL BE AN AVERAGE INCREASE OF 60% IN THE NUMBER OF STUDENTS WHO WILL KNOW HOW TO RESPOND OR REACT TO BULLYING AND CYBERBULLYING(AS SEEN IN THE PROGRESS OF RESULTS OF A PSYCHOSOCIAL SURVEY APPLIED AT THE BEGINNING AND AT THE END OF THE PARTNERSHIP).O3. BY THE END OF THE PROJECT, IN OUR UNITS,THE NUMBER OF BULLYING INCIDENTS WILL DECREASE(AS SEEN IN THE OFFICIAL SCHOOL REPORTS AND COMPARED TO THE PREVIOUS REPORTS).O4.BY THE END OF THE PARTNERSHIP, PARTNERS WILL DEVELOP A COMMON BULLYING PREVENTION AND INTERVENTION ACTION PLAN.Activities for O1:Knowing our partners, understanding their life;presentations of other countries in the partnership;Workshops with a psychologist-building self esteem;My daily life as a young person in my country-video of daily activities;Communication through Facebook, Twinspace or Skype-Communicating with students from our partner countries;videos made in front of important buildings in each city in the partnership presenting their importance;Traditions and way of life-presentations, videos;LTT activities.These activities will build our students' self-esteem: the work methodology implies presentations,videos,conversation,demonstrations(students will leave their confort zone and surpass barriers);they will feel as part of a team;learn that teenagers do the same things everywhere;feel as part of a big European family;students will build their cultural identity;the positive feed-back of teachers and other students will increase self-esteem;students will socialize with other teenagers.Activities for O2,O3-cyberbullying:Avoid being vulnerable online-Analysis of the habits of children through an online questionnaire;Seminar-Knowledge of the laws that regulate behavior on the net;Workshop-Simulations of communication online;Workshop-Use of rules when posting photos and videos;communicating with students from partner countries.These activities are meant to inform students about the proper behaviour online.Students post photos and make comments,make their personal data public without knowing the risks.They also ignore that showing too much of their lives online can make them a victim of bullying.What is posted online is seen by everyone and it remains there to serious consequences for the bullied.Activities for O2,O3-bullying:workshop with psychologists and parents(what bullying is, how to see the signs of being bullied in my child,my child is a bully,how to approach the topic),the creation of a Facebook photo frame against bullying,of a common video against bullying,whole-school anti-bullying poem,a “travelling” story about bullying,theatre on the topic of bullying,creating a brochure on students’ rights and where to go for help,workshops “Aggression destroys us and our feelings” prepared by teenage students and carried out in schools.These activities:target at turning bullies and bullied into active anti-bullying promoters;are non-formal and informal,thus having a greater impact;are very open to society,students will feel they contribute to the life of their community and they will become advocates of a good behaviour.Activities for O4:round table-taking action against bullying-teachers,police representatives,local authorities;seminars for teachers in other schools-The importance of a comprehensive strategy against bullying- what we have learnt from our partners;LTT activities.There will be a very beneficial exchange of experience to find the best strategies and create an official school document.

<< Background >>Climate change poses a major threat to humanity.It is connected with many global issues, including biodiversity loss, economic development, poverty and global peace and security. Government policies and technological solutions are often not enough to solve this complex challenge.We take into account official data about municipal waste treatment. It is not easy to treat waste that is not properly separated, this usually being the fault of the citizens. Eurostat data shows us the percentage of household waste that is being treated at country level. We only analysed the data for the partner countries and resulted in: 64% for Germany, 16% for Romania, 20% for Greece, 32% for Poland and 46% for Italy. Clearly, our partnership brings in the same work group schools from countries with different situations about the environment protection and waste treatment, which is a good thing for us in the attempt to become green schools and help our associate partners who are mostly public waste treatment units. The situation of waste separation and carbon print reduction still needs work everywhere and, as all partners mentioned, we need to educate the next generation to do better and be more responsible.We need major changes to the ways we think and act.It is not only the duty of the industries to change their influence and action over the environment,it is also our duty as citizens to make our mark.Schools have a central role to play in helping people understand and preparing them to live with the impacts of climate change,empowering them to take appropriate actions to adopt more sustainable lifestyles. Schools also represent a meeting point of different actors: young people, parents, teachers, other public units, companies.This is why we could make a real impact with the proper collaboration(that we have already put in place) and funding(that we still need in order to make an impact).We have all previously organized local small scale,short-term informative extracurricular activities in our schools,involving no funding,just the human and time resources that are available to us or we have participated in environment projects in LLP or Erasmus+,but none of them approached habits in a practical way,so this is a complementary approach to anything we have done so far.Young people hear a presentation about the environment,read a leaflet,but often fail to change their behavior without a prolonged and more hands-on approach.UNESCO's Sustainable and Climate-Friendly Schools initiative clearly states the importance of education units in the achievement of a responsible and sustainable community.Our partnership suggests an experience-based approach so as to develop good habits in students and we are also in line with the policies and objectives of the Education for Climate Coalition, as part of the European Education Area, in the sense that our concrete objectives are directed towards two of their priorities-collective awareness raising and promoting behavior change- and also help our schools design an image of what a green education unit might look like in the future.We have strong associate partners, on the verge of completing new strategies to ultimately help communities reach the objectives of the Green Deal(these partners have been identified and they are described in the dedicated section of this application).They will be with us every step of the way,actively participating in the activities that will surely benefit from their expertise.Together,schools and associated public units and private companies will engage in reaching the following objectives: O1.To foster clear awareness of, and concern about the ecological impact in all participants; O2.To create waste separation and resource saving habits in all participants to this initiative.<< Objectives >>Our project's main goal is to develop long-term skills and habits in all participants to this initiative in order to reduce their environmental impact and we have two objectives:raising awareness in all categories of participants about how they could positively impact the environment and creating habits in our students about waste separation and other everyday actions. In the simplest terms, habits are actions that we repeat regularly without thinking about it — usually every day. Making a habit out of separating waste, turning off the light when not needed, using the bicycle more is the goal of our partnership, simple and difficult at the same time. This is why this partnership brings together minds(coming from schools and associated partners in the field of European policies information, public waste treatment, recycling and environment protection) that will introduce methods and activities to reach our objectives, comply with the Green Deal, the set of policy initiatives by the European Commission with the overarching aim of making Europe climate neutral in 2050. It is a compliance with the Green Deal policy, but also our civic duty to participate and do our share in the ultimate goal to increase our community's life quality, become models of behavior and extend the impact to members of our society: families, neighbors, friends, colleagues.This is the way the two horizontal priorities connect in our project.Relying exclusively on policy makers and industries to solve the environment issue might not have an impact on citizens' behavior and conscience.If instead the issue is discussed as a problem that can be solved through behavioral changes, the situation opens up for the individual, especially children and young people actually to be able to make a difference. It is from this position that this project starts. In our initiative, concrete action is the midpoint. As schools have the power to educate young people, they are the perfect medium for the transmission of good practices at school and then at home,when travelling as far as the reduction of the environmental impact. Our associated partners are public institutions and companies in the field of waste disposal, environment protection, recycling. Our project is divided into two parts: the first part consists of an information stage(6 months-January-June 2022) and the second part is a practical stage with two directions: 1.campaigns; 2.a whole school competition and a testing of an application that measures the carbon print and gives suggestions for the change of such activities that most impact the environment. All our strategy is directly connected with the behavior of young people towards the environment and also our civic duty to speak about what we could do to help the environment to the community.The starting point of the project and its motivation for the call for partners started with a local activity in Romania: Zero nu este doar o cifră! Zero este un obiectiv! Zero POLUARE! (Zero is not just a number! Zero is an objective! Zero pollution!). It was an online informative activity for schools organized by Europe Direct, in the presence of the municipality representatives. There, the municipality made a call to schools to help in the instruction of young people as far as their education for the environment protection.Data they revealed showed that a real problem, at local and European level, is that citizens don't have the habit to separate their waste so that waste units could recycle most of it.Ofcourse the situation is different from country to country.Eurostat data shows us the percentage of household waste that is being treated at country level. We only analysed the data for the partner countries and resulted in: 64% for Germany, 16% for Romania, 20% for Greece, 32% for Poland and 46% for Italy.Although in some countries the result is better,there is still work to do.Most of our students don't have the habit to separate waste.<< Implementation >>The grant under the item Management and Implementation will be directed towards the promotion of the project,the activities and dissemination.In a project having the topic of habit forming in students about the environment and reuniting schools from countries that have a lot to share,visibility is very important.For this,we will design adds and have them broadcast at the local televisions,design posters,make leaflets and distribute them in mailboxes, participate in talk-shows in local televisions,but also determine visual identification symbols and mediums(logo,motto,website,Facebook and Instagram).Next Step is a cooperation partnership with the following activity structure:the first six months(January-June 2022) will be dedicated to the information part.This means that,besides our project promotion activities in our school,our associated partners will take part in information activities.The initial information activity is for teachers,they will participate in an LTT activity in Germany,then an informative activity for students and three activities(workshops)organized by the teachers who participated in the LTTa.Two brochures will result from these activities:one made by students as an evaluation of their new knowledge about environment issues and one containing the scenarios of the 15 activities organized by the teachers from all 5 countries.We will also organize a short virtual activity for our waste management units from our municipalities(a two hours meeting when they could discuss their strategies).If our transnational activities will take place online,we will include this to our transnational meeting in September,if not we will organize it separately in September.We would like to make the most out of different applications and websites for evaluation,so we need the full version of Kahoot,Socrative.As more features are available,but not for free,we plan to acquire annual subscriptions for the two years of project.The second part of the project includes a whole-school competition,the testing of the Zero carbon application and environment protection campaigns(the following 18 months).The whole-school competition called 'The most responsible class' will determin the class that most respects the rules about waste separation.each class will be provided with bins for each type of waste they use(paper,plastic,metal,general) and they will be guided by teachers, administration and cleaning staff through the acquisition of habits in the area of waste separation.Classes will receive a diploma each month for their respect of the norm.We will install in each class and bathroom a poster with ways to reduce the consumption of resources at school and at home.We will also test an application called Zero Carbon,two students from each partner school will install it on their phones and try to reduce their daily carbon print by changing habits in their daily life.The application will guide them,but also a teacher from each team(we designated geography,ecology or environment protection teachers with this responsibility),they will have a local meeting every two weeks and an LTT where all 10 students share their experience.Their progress is registered in the application,but they will also fill in a journal every day.Our campaigns part in these 18 months were designed according to our competences and strenghts,manifested in previous projects and they will be guided for everybody by:Greece-Waste and art(collages,sculptures thus reusing our separated waste;drawings,photos-January-April 2024),Poland-outdoor ecology activities-they are constantly organizing them-May-August 2024),Italy(as it is an economy high school, most specializations are in economics and marketing)-adds,posters,videos(September-December 2023),Romania-talking about alternative resources(this school is building its own solar panel for heating water)-September-December 2024).During these campaigns,we will use the grant to make use of quality materials and services(for adds,videos).<< Results >>The goal of our project is to develop long lasting habits in our students and take the next step in developing a strong strategy to make our schools greener.Our project has two parts.The first part(6 months) is dedicated to the information and raising awareness through informative activities at local and European level.All countries bring their experience into this stage of the project,but some schools in particular could offer us information about how they do things to get such good results.This information part is dedicated to students,teachers and associated partners with results for each category:for students,the information part brings clarifications about why it is important to separate waste properly and with what effects,what is the connection between waste separation,circular economy and reducing their carbon print;for teachers,as intangible results,we have an affiliation to the effort to direct student behaviour.This means they will pay attention to the way students respect waste separation rules at school and guide them.After the information stage,as a tangible result,the project teams will organize an LTT for 3 teachers/school in Germany,the country with the best rate in waste separation,then design three activities for students.These 15 activities in total will become part of a brochure as helpful ideas for other teachers.Making use of our newly developed digital means,we plan to organize an activity for our associated partners.As we all bring the waste management units from the municipality in our project,we should offer them the possibility to meet through Zoom,although not financed for them.From their already expressed interest at the news of our Next Step project initiative,we know that they are very willing to exchange ideas.As tangible results of this first part of the project,students and teachers design brochures with content they have learnt from the informative activities with members of the waste management unit in the municipality and recycling companies.These brochures will be in electronic format and they will be used to take information further.Intangible results under the form of knowledge for students will be measured by Kahoot challenges and questionnaires after each activity.The second part of the project(18 months)brings more tangible results than the first part,but also intangible results such as attitudes(though measurable).In the project,we stopped at the change in the behaviour of students as school as far as the impact they make on the environment.This second part of the project will generate results by its two main directions:the habits forming part and the campaign part.In the habits forming part,all students in the schools will be part of a competition: ‘the most responsible class’.Every class will have bins for the different recyclable materials and be encouraged to separate waste in the proper way.With the help of our cleaning and administration staff,we will designate the most responsible class each month.They will win a diploma and be encouraged to win as many such distinctions during the following months,as a group.Criteria:how they separate waste,teamwork.We will also introduce an online application used to measure the carbon print of each person,we will use it with 2 selected students who will keep track of their carbon print over two months.The result is a journal with daily activities and autogenerated carbon print values that those students try to reduce.We collect all data from the partnership and make a list of daily activities that could be changed in order to reduce the carbon print.The campaign part of the project includes non-formal activities with the following tangible results:posters,videos and adds,waste and art(a travelling story,waste used for large collages,photo exhibitions,drawings,personalized protection masks).