CONTEXT The project was created in response to two basic needs identified at the level of the schools involved - the need to boost students' motivation and consequently their school results and the need to promote intercultural dialogue among people from different countries and backgrounds, in a European context which is now facing great challenges. Therefore, the purpose of this project consisted of two apparently distinct directions. On the one hand, we wanted to get students more involved in their own learning by having them use the computer in their studying, thus improving their results and performance. On the other hand, we wanted them to experience what it means to be European, to expose them to different ways of thinking, values and beliefs. The parnership included 5 schools – IT,MK,PL,PT,TR AIM: to improve students' motivation, involvement and school results and to promote intercultural dialogue OBJECTIVES The objectives we envisaged were: 1. to involve students in their own learning with a view to attaining better results and becoming more motivated; (at least 40 percent from the target group improved their school results) 2. to develop students' transversal skills - numeracy, computer literacy, critical and creative thinking, personal and social capability; (at least 30 percent of students improved these skills) 3. to develop intercultural understanding and acceptance; (at least 60 percent of students had better knowledge of other cultures) 4. to develop communication skills in English; (the 100 participants, students and teachers, improved communication skills in English) 5. to promote European values and develop cohesion among European citizens. (measurable by analysing students' and teachers' attitudes to other cultures, as seen in the post-LTTA feedback) MAIN ACTIVITIES C1 - 12-16 March 2018 - MK - Topic: Using software (Powtoon) to create fun lessons; Customs and traditions C2 - 7-11 May 2018 - PL - Topic: Using online tools(Geogebra/Edmodo) to create quizzes; Maths C3 - 29 Oct 2018-2 November 2018 - PT - Topic: Using online tools(Animoto) to create booktrailers; Literature C4 - 25-29 March 2019 - IT - Topic: Digital tools (MyPaint/PInta) for artwork; Religious Studies NUMBER AND PROFILE OF PARTICIPANTS 78 students aged 13-18 from the 5 schools, selected from the target group of 250. The students came from very diverse backgrounds - urban and rural - and had a variety of ethnic and religious backgrounds, which made the project even more appealing. 36 teachers of ICT, English, Maths, Literature and Religious Studies. METHODOLOGY The project was designed to cover 5 main areas: A1. Project management – included monitoring and evaluation, risk management, financial management, cooperation and communication strategy that were applied throughout the project. 2 TMs were included: 1 at the beginning (Italy 13-15 December 2017), and 1 at the end of the project (Turkey 12-14 June 2019). A2. Implementation of activities - involved selection of participants, preparatory training sessions, participation in exchanges A3. Ellaboration of ICT lessons - done prior to the exchanges by each partner institution. A4. Dissemination - dissemination was a continuous process that involved the sharing of both tangible and intangible results at local, regional, national and international levels, using a variety of channels and addressing school and non-school audiences A5. Follow-up and sustainability - each school selected a group of teachers to implement the new methods during regular class work. The success was measured comparatively against the results and level of satisfaction of students who learned the same contents without digital instruments. Then another school in each area was supported to include digital tools during class work in the next year. RESULTS AND IMPACTAccording to the questionnaires completed by students and teachers, the objectives set, were achieved and in some cases the outcomes exceeded expectations (see https://docs.google.com/document/d/1jwuA0Uuwev7GqbZukv_56bgkLjInDI1yFeJ0gEpqDYU/edit?usp=sharing) Students improved knowledge in terms of ICT tools for educational purposes, practical skills related to designing mini-lessons, story trailers, digital projects, online quizzes, digital artwork, motivation, school results, experience another culture, increase adaptability, self-awareness and awareness of cultural differences which make Europe so diverse, and yet unitary. Teachers had the chance to exchange good practices, teaching methods, opinions and improved English and digital skills, organizational skills, teaching methods and tools. Schools promoted a positive self-image and became more visible in the community. They gained project management experience and set examples for other schools to apply for projects. They also became more cohesive and a positive atmosphere was created among the members.

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The unemployment rate of the partner countries is among the highest in Europe (IT 9,7 % -SRB 12,1% -MK 16,6% - Cy 8,2% - SP 14,1% - BU 5,8% - FR 8.9% ; source taken from national statistics). And homeless, migrants, people in marginalized conditions are the more affected from this lack of employment. Their condition of marginality is often due to lack of opportunities, economic possibilities and stimulus. On the other side, the areas covered by partners, metallurgic/enterprises and welder, are strategical sectors where new and increasing skilled labour force is required. In the last years, the job offer is augmented and had to face a diminishing job demand, as young people are not considering VET as a possible career for their future. The SMELT project- : Skilling Marginalized people to Enter Labour Market, is aiming to face the paradox of job vacancies that are available but cannot be filled, by promoting a new model for solving this workforce shortage and support vulnerable and marginalized people in acquiring and developing key competences strategical for the labour market. Marginalisation, is often due to a lack of adequate education and/or specific technical skills, which contribute to cut off those people from the labour market and, as a consequence, exacerbates their social isolation and marginalisation, which in turn, further hinders their access to the labour market. This vicious cycle perpetuates inequality, marginalization, poverty and isolation.Combining expertise and experiences of association/NGOs working with marginalized people, enterprises, VET centres and educational institute proceeding from 7 countries, the project is expecting to promote the access to VET and low-skilled professions (in the specific the welder one) through organizing specific training courses.The training course will be shaped for this specific target group mixing/merging technical workshops to learn the welder profession and classes to increase digital skills and soft skill to facilitate people’s access into the labour market and, more in general, into social tissue. Specific courses will be carried out to explain how to create a CV, where to send it, how to find job offers and to reach the job center. The idea at the basis is to foster their inclusion and participation in the society.The project is addressed to people living in situations of social marginality, namely vulnerable people who are normally excluded from the labour market, as often as a consequence from the society as well, because of their age or their lack of skills, homeless, migrants, people who do not have access to training or have not the possibility to acquire specific professional skills. The project foresee the realisation of 3 IOs: a training to explain vulnerable people the most fundamental information on rights in the workplace, principal contact of where to find a job, a training course, how to write a cv and hoe to send it, which will end with the co-creation of an Easy handbook on the Labour Market, accessible and easy to read to all; a more technical and practical training course “VET for all – training new welder workers” aimed at increasing job opportunities and developing specific skills in the welder sector; and the IO3, indeed, will be a ITEM to Improve The life of Marginalised people, namely the creation of an item, useful in the daily life of vulnerable people, co- created by the participants of the welder course and specialised workers. The innovative aspect resides in the formula of the training and its aims. We believe in an active participation of the direct beneficiaries of the project as well as in their essential contribution to create effective products able to impact their lives and those of people living in the same marginalisation. For this reason, the training modules proposed are followed by a moment of co-creation where participants, educators and trainers will give birth to innovative outputs able to trigger a solidarity mechanism – where people can give back something to the society. The SMELT project is expected to improve vulnerable people lives and support them in find their personal path, increasing their self-respect and giving back their dignity, enabling them to form social connections, enrich their knowledge, engage with professionals of the field, familiarise themselves with training, getting the opportunity to ask questions and seek meaningful support.

"The Strategic Partnership ""Web 2.0 Tools In Education"" has brought 8 schools together.The partnership project was set up to follow four major objectives, namely: - Exchanging expertise, collecting examples of good practice- Choosing best web 2.0 tools for using in classrooms- Making an inventory - Collecting proposals for improvement - Summarizing and disseminating of findings First of all, the partnership was initiated in order to exchange ideas and experiences on ICT and web 2.0 tools usage in classrooms. PARTNERSHIPDeğirmenkaşı Ortaokulu – TurkeyTuğrulbey Ortaokulu - Turkey1 Epal Kavalas – GreeceCe Ave Maria San Cristobal - SpainSSOU MOSHA PIJADE – MacedoniaScoala Gimnaziala Petre Ispirescu – RomaniaIIS E. Fermi – ItalyProfessional High School of Economics ""Prof.Dr.Dimitar Tabakov"" – BulgariaThe foreseen tasks and activities of the project were defined in a work plan agreed on originally in the state of application in the beginning of 2016.After approval, the final work plan and time schedule were agreed on by the consortium on occasion of the kick-off meeting in Turkey in December 2016 when the project finally took up its work. In line with the work plan, the partnership started with a Research on the current situation regarding Web 2.0 tools in the partner countriesThe first months also were used to create a colorful project website informating on objectives, partners, activities and outcomes. The design was developed and the structure defined. On time, the website was launched on after 2nd meeting. initially in English.The consortium gave thought on the transversal tasks of evaluation and dissemination. A ‘Quality Evaluation Plan’ including a Snap Shot Analysis and a Monitoring questionnaire was developed as well as a ‘Dissemination and Communication Plan’ as obligatory tools for the project partners. the partners collected various examples of good practice.Besides these regular tasks, the partners took the opportunity at various occasions to inform about the aims and the progress of the projectand to disseminate the results and outcomes.Transnational meetingsBesides the various activities carried out to meet the goals of the work plan agreed on, there were 5 transnational project meetings held in order to exchange expertise and experiences on work-based training issues, to monitor the progress made and to agree on the next steps to be taken and the correspondent responsibilitiesThe project´s work started with a kickoff meeting in Turkey in the beginning of December 2016. This initial meeting was to get to know each other and learn about the partner organisations.The second meeting was held in Kavala Greece. In this meeting project logo was selected and the results of questionnaire is presented. The name of the web site is determined. www.webtwozero.euThe third meeting was held in Potenza Italy. In this meeting, every partner presented 5 web 2.0 tool. The forth meeting was held in Macedonia. In this meeting, the result of the surves was presented by each country. The documents for ebooklet were gathered.The final meeting was in Nallıhan Ankara. Dissemination activities were presented. Ebooklet was revised by everyone and coordinators decided about final reports."

Context/background of the projectThe Survey of schools: ICT in Education, ( Digital Agenda for Europe) outline how the ICT provision and use in European schools is improving but several obstacles remain. Firstly, teachers still believe that insufficient ICT equipment is the biggest obstacle to ICT use in many countries. Secondly, whilst teachers are using ICT for preparing classes, ICT use in the classroom for learning is infrequent. Teacher training in ICT is rarely compulsory and most teachers devote spare time to private study. Thirdly, students and teachers have the highest use of ICT and ICT learning-based activities when schools combine policies on ICT integration in teaching and learning. However, most schools do not have such an overarching policy. Therefore it is not surprising that teachers generally believe that there is a need for radical change to take place for ICT to be fully exploited in teaching and learning. Despite the fact that having access and positive attitudes towards implementing ICT into their teaching and learning, teachers often find this difficult and require on-going support - not only technical but also pedagogical. ObjectivesThroughout the planned activities, DISCO project enhanced the key competences and skills on ICT and learning performance of young people attending schools, through promoting quality improvements, innovation excellence at the level of education, in particular through enhanced transnational cooperation between education and training providers and other stakeholders in the field of ICT integration in Schools (teaching and management). Moreover the project has boosted the emergence and raise awareness of a European lifelong learning area designed to complement policy reforms at national level and to support the modernization of education systems, in particular through enhanced dissemination of good practices and cooperation. Also special attention was given to enhancing the digital integration in learning, teaching, at various levels: supporting ICT-based teaching, as well as ICT-based assessment practices. In particular, supporting teachers, educational staff in acquiring or improving the use of ICT for learning and related digital competences.Number and profile of participating organisations;There were 5 partners in the project from 4 countries: - SOUTH EAST EUROPEAN UNIVERSITY TETOVO - Macedonia, (SEEU) is private, public, not for profit higher education institution, consisting of faculties, centers and institutes as its integral part, specialized in socio-economic sciences. - SSOU MOSHA PIJADE - Tetovo - Macedonia, VET high school with students from 14 to 18 years old. The school is a regional center as well in which students from the city of Tetovo and surrounding villages are attending the lectures and educational process in general. - Pakize Kokulu Anadolu Lisesi- Turkey, governmental organisation working within the National Education Department of Mersin Province.- Inercia Digital S.L. - Spain, young company, established in 2012 in Andalucía (Spain) which provides specialization e-learning on several sectors. - ZENDENSINO - Cooperativa de Ensino IPRL, Portugal. The Professional school of Esposende was created in 1993, as a result of a Contract Program celebrated between the Ministry of the Education and the promotional entities, respectively the City Council of Esposende. Description of undertaken main activitiesStudy of best practices and case studies - During the first 6 months of the project, a comparative survey was carried out in each participating organizations' countries with a focus on the strategy of ICT integration in schools. Training on methodology on ICT in education - Training on methodology in ICT integration in education in 5 best practices selected, was delivered for 25 teachers.Digital School Distinction - Contest for Digital schools was organized Web site and OER - Web site was created (www.digitalschools.eu) and all materials from the project were shared.Dissemination multiplier events - In order to spread the results of the project, 9 multiplier events were organized.Results and impact attained4 case studies, 25 best practices, 25 trained teachers in ICT, Guide for schools, more than 20 schools participated in contest are the results from the project that have impacted more than 2000 teachers, more than 2000 students and about 30000 stakeholders.Longer-term benefitsThe project have encouraged long-term collaboration between schools and other research and training organizations with a view on ICT integration in education establishing exchanges of good practices, for the creation of a dedicated network.