From the priorities we chose above ,we can claim taht our teachers from all partner countries improved their vocational competences ,used their competences in creating lessons based on web 2 tools.Lessons made with web 2 tools closed the gap between students and teachers ischools became a center of attraction and we went on lessons non stop during distance education.With the help of this project,students gained self confidences and according to the exam results and reports all partner countries started to become more successful and we ovecame the problem we mentioned in the project description part that all partners are in back in the list in Maths lessons according to Pisa Results.We fullfilled our necessities using technology and web 2 tools in our classes.Students have been getting distance education since March 2019 in all project partners countries and they had the chance of studying the topics via lesson videos in defems.com except for the lessons they had online.One year before worldwide pandemic,we have forseen future necessities of all partnersWe have already chosen digital contents and forseen the importance of the online lessons , we achieved distance learning,our partners organized maths,English workshops,our partner countries' teachers improved their 21st century digital competences and skills.We created project website (www.defems.com ) In the website we created 3 English lessons for primary level, 19 Maths lessons, 5 Science lessons ,5 English lessons for secondary level and we created 19 English lessons, 6 Maths lessons ,27 Science lessons and 4 literature lessons.We created 1 Turkish lesson, 6 English,3 Science lessons games and 6 online English grammar exams . (www.defems.com )During distance education period ,we also had our students read 6 dedective stories and applied their online exams via kahoot.https://create.kahoot.it/share/the-adventure-of-the-five-orange-pips/7fd5c7af-7c44-443b-930d-b48d7f5a169e ( The Adventure of Five Orange Pips- A.Conan Doyle )https://create.kahoot.it/share/hunted-down/6c9490a3-3bce-4118-a631-44e0dd80b43d (Hunted Down -Charles Dickens ) https://create.kahoot.it/share/judge-s-house/79c79a14-e5d4-4a27-8fba-67dec904e8ab (Judge’s House – Bram Stoker ) https://create.kahoot.it/share/mansfield-park/fa787ac3-e8a9-474d-86d0-c6406cf00d65 (Mansfield Park – Jane Auston ) https://create.kahoot.it/share/canterbury-tales/6cb156b8-d217-49ff-a19c-82f5b3179c22 ( Canterbury Tales -Geoffrey Chaucer ) https://create.kahoot.it/share/the-speckled-band/3fe0dbb3-85d1-49f4-8cc6-bb4261360007 ( The Speckled Band – A.Conan Doyle ) All the lessons,games and exams were prepared with web 2 tools like kahoot,wordwall,h5p,pixton,animoto,animaker,prezi,kizao,canva,cram and jeopardy lab etc.Students stayed with families and they lived the feeling of Erasmus ,had an awareness about the countries ' culture,history,cuisine and tourism.

CONTEXTPartners in this project - PL, NL, TR, RO and IT are united by the purpose of training students to distinguish between responsible and irresponsible journalism, between real and fake news, biased opinions and objective reporting of events, about how to avoid manipulation on TV and social media, be prepared to recognize elements of manipulation in news, public speeches and social media posts.We will ensure that the project activities will contribute to this goal – to train teens in media literacy, build communication and interpersonal skills, permit the exchange of ideas among different cultures. Students work together to analyse and create media products, thus developing their team work abilities, intercultural cooperation and creativity.OBJECTIVESO1. raise awareness about the importance of critical consumption of mediaO2. promote media and ethical journalism as a tool to foster responsibility towards societyO3. enable students to do basic (mass)media analysis and reflect on and combat manipulation practices O4. foster critical thinking and analytical thinkingO5. develop interpersonal and communication skills in multicultural contextsO6. develop intercultural competences and EU awarenessO7. boost students’ creativityPARTICIPANTS - students in the workgroup that are selected at the beginning of the project (minimum 24 students, aged 15-17, from various backgrounds, including at least one third of students from disadvantaged categories. Ideally, we will strike a gender balance in the group composition).They will be working in specialized groups for the local project activities and will be the basis of selection for the exchanges.Also, they will be involved in disseminations as organisers, presenters, or members of the audience, depending on the situation.In the exchanges, we will have 96 students.- 32 teachers (foreign language, social studies, media studies, philosophy) will participate as accompanying teachers and 10/11 teachers will participate in the joint-staff training event.MAIN ACTIVITIESC1-C4 - student exchanges, C5 – joint staff training eventC1 – NL – Media – yesterday and today. C2 – RO – Media and its power to control minds. C3 – IT – The rise of social media, the decline of truth? C4 – PL – From consumers to creators of media.C5 – TR – Media Education in high schools. METHODOLOGY- Before exchanges, students work in groups on presentations and surveys on the topic of each event, take interviews of journalists on different topics.- During the exchanges they participate workshops, attend lectures, visit media companies, work in groups to analyse articles, news reports, create their own news and articles, create posters, exhibitions, do debates on hot topics related to media – social media, fake news, biased reports, reflections of minority groups in the media etc.- During C4, after having improved their ability to analyze media information critically, they learn about the steps to create an e-newspaper. They start work on it and publish it online- During C5 – teachers meet to establish a methodology for initiation of media clubs and on the collection of lessons for different subject in which media is used as a teaching material.Students continue collaboration through the e-newspaper. The newspaper activity will be continued in the future by members of the newly-established media clubs.RESULTSOutcomes: the knowledge, skills and attitudes acquired by students and detailed in each exchange description and as planned through the objectives, effective cooperation among students and among teachers, increased self-confidence, ability to work in multicultural settings, ability to express and defend ideas, improved awareness of similarities and differences among countries, improved cooperation with local media representatives.Outputs: students’ presentations, media articles and videos, workshop materials created by specialists, surveys conducted by students before each exchange on the specific topic, news reports created by sts, collages, video interviews, project dissemination platforms, teachers’ guide for the use of media in class, methodology for setting up media clubs, 5 media clubs.Final outputs: e-newspaper created and run by students during the project which will extend beyond the project, teachers’ guide for use of media in teaching, methodology to start media clubs.IMPACT- all the schools will cover a need identified in the beginning and turn it into an opportunity for future development of local projects- students become more actively engaged in the life of the community and will write articles about local issues- teachers become more active and more engaged in the school activities - schools extend their after-school club offer- schools enlarge their European collaboration network- schools promote a positive image in their local communities

CONTEXT The Erasmus+ experience includes a partnership between five countries all across Europe. These schools aspire to create an experience that allows their students to gain professional experience, personal development, opportunities to utilize critical and creative thinking, and an entrepreneurial mindset that they can utilize to assist their communities.Of the partnering schools, two have vocational profiles (PL and IT) and the other three schools have general education profiles (MK, RO and TR). By having a variety of profiles represented, the Erasmus+ experience will be even more meaningful because it will expose students to different methods of entrepreneurship. While the countries taking part in these projects are all part of the EU TR is candidate country. Each country is diverse and represents a unique social and economic experience that contains different needs and interests. Therefore, making the Erasmus+ experience not only an appealing initiative, but a rewarding one as well. PARTICIPANTS The Erasmus+ experience addresses a specific group of students. The group is composed of 500 high school students aged 15-18 years old. Of the 500 students involved, only 100 of these students will be directly involved in the exchanges. The involvement in the exchanges can be in the form of participants or as hosts for the other students. To maintain a level of stability in the projects, each country will send five students to attend each exchange, which allows 20 students overall to be involved in each initiative. These projects are gender inclusive and both boys and girls are allowed and encouraged to participate. Additionally, 30% of students in the group of students come from challenged backgrounds, low-income families, or dismembered families. OBJECTIVES The objective of the project is to facilitate an opportunity for students from various EU countries a chance to collaborate to achieve a common goal. But there are five specific objectives: 1. Provideparticipants with the prospect of getting acquainted with new cultures and allow for cultural exchange through gaining intercultural competence. 2. To contribute to the entrepreneurial mindset of the students by allowing them to develop joint business ideas that will provide a smoother transition to the world of business. 3. To promote soft skills and improve the professional development of the students through the promotion of critical thinking, communication, analytical thought processing, and creativity, which will improve their transition to the work force. 4. To enhance the self-confidence of students while managing unfamiliar contexts and language skills 5. To collaborate and transfer the best practices across European schools to other schools to improve the European dimension of education. MAIN ACTIVITIES The exchanges are meant to achieve the desired objectives through five main student exchanges. These activities are meant to allow students to meet other students from around the EU, learn more about local economies, meet various entrepreneurs, and visit businesses in the local area. The aim of the project is to allow students to collaborate and create innovative business ideas that are tailored for the local economies in the partner schools. The business ideas will then be adapted for the student’s own local needs. Each exchange will include a different topic to address specific areas and are as follows: 1. C1 - Macedonian economy and startups in IT 2. C2 – Romanian economy and startups in agriculture 3. C3 – Polish economy and startups in small scale manufacturing enterprises 4. C4 – Turkish economy and startups in the beauty industry 5. C5 – Italian economy and startups in outdoor activities and sports RESULTS The end of the exchanges will result in local economy presentations made by the five partner countries, student-made brochures regarding businesses in the local area, 20 startup business ideas and plans created by students in multicultural teams, business plan evaluation forms finalized by entrepreneurs, workshop materials, testimonials from students, evaluations from the initial stage and final stages of the project, feedback and self-assessment forms, a “Business ideas for students” project brochure, website for the project, eTwinning space, 137 Europass mobility documents and certificates of attendance, and five reports from the interim and final stages of the project. The project will have an impact on the participating schools on various levels including: - human resources development - development of partnerships with local businesses - expansion and development of institutional and personal collaboration between European countries - promotion of the schools in local communities as well as in European communities

This project seeks to enhance long term development strategies regarding the needs of young European citizens in secondary schools and allow them to choose a suitable career path to make the right career choices. In the context of growing unemployment rates nowadays, graduate students are facing difficulties in their attempt to find jobs in accordance with their interests, abilities, skills or personality traits. We attempt to give our pupils the benefits that offer a well-developed professional and academic education. Young people are thus encouraged to become more aware of their potential and provide access to information regarding the overall economic environment on the European labour market. Moreover, by taking part in LTTAs, they will experience first hand family life and culture by staying in host families, giving them a real life focus and purpose for their project work. These transnational activities will be intensive working time and highlights in our partnership, presenting and evaluating results. Project objectives can be summarized as follows: - to improve students' basic entrepreneurship skills and lower labour market segmentation -to provide opportunities for students to connect to the labour market, local/regional/European institutions or private companies with the same purpose -to empower students with necessary abilities so as to examine their own marketability - to raise participants' flexibility and align to lifelong learning concept for flexible career options - to provide various circumstances for participants to acquire knowledge and a deeper understanding of the cultural and linguistic diversity across Europe The partnership methodology relies mainly on the exchange of experience and good practices. The international character of the project stimulates and builds professionalism concerning synergies among partner schools sharing the common aim to achieve transition from school to work and consequently reduce segmentation in the labour market. Participants will benefit from the expertise of professionals and the beneficiaries' associated partners. Through a constructivist approach, adults will assist students to transfer the information and apply it to a modern and dynamic school environment. The project will last for two years and throughout its life cycle, we planned one transnational project meeting attended by project coordinators to assess the project and four Learning/Teaching/Training Activities. We estimate that about 2000 people will benefit from the project, both directly and indirectly. The working programme during LTTAs will include lesson observations, exchange of good practices in the Italian school (Effective connections between school and Labour Market in Italy) and Romanian school (Creating the training firms as real firms - Mock Companies). The practical and workable applications will be integrated into project activities and in the second year all partners will apply two similar practices in their school curriculum. Professionals in the entrepreneurial area will lead seminars on the topic of bridging the gap between school and labour market. The teachers' roles will be both of instructors and beneficiaries by observing other schools and their education systems. The project teams will consist of 5 teachers in each partner organization so 25 in total will be actively engaged in project activities. Approximately 150 teachers/adults will indirectly influenced. At least 15 members from the labour market will be involved in the project in all schools. Approximately 30% of our pupils and target groups will report a positive experience following project activities. Students will develop basic entrepreneurship skills through providing direct opportunities to connect to the labour market, support a meaningful context for students to develop interpersonal, communication skills in mother tongue and foreign languages. The teachers in partner schools will share and exchange ideas, pedagogical and methodological resources, observe lessons during LTTAs, learn about the inclusive approach and thus create a more effective learning and teaching process. Moreover, they are expected to develop their mother tongue and foreign language communication, project management and negotiation, teamwork skills. The project will promote cooperation between schools, schools and labour markets, fostering the exchange of ideas and pedagogical approaches leading to the creation of a trans-national network, increasing the schools' European dimension and reputation in community. Thereupon, partner schools involved will manage to create an inclusive educational environment which will help participants achieve their full potential To conclude, due to this international cooperation, participant will be better equipped to respond the challenges on the labour market in today's globalized world.

"ACCelerating future EDucation online - in the time of VirusThe concept of traditional education has changed radically in recent years and especially in this global situation of the virus. The physically present teacher in a classroom is no longer the only learning option. Currently, students can access quality education as long as they have access to a computer. We can say that we are now entering a new era - the online education revolution. And the teachers, it means they can teach from anywhere, but the most important thing is to be prepared for it.Most teachers are focused on teaching techniques, curriculum materials, and test scores. Teachers focus on what the students learn and not on the real needs of the students.One of the things that have more impact on the ""teaching-learning process"" is the skill of the teacher to cope with the teaching skills on the new paradigm required, moving into online scenarios and how to transform the school curriculum into an online system.The project works teaching the teacher to facilitate this empowerment process through different frameworks to address the educational online challenges.We need teachers capable of generating a shared mindset of interaction teachers/students together, at another level in education that is one of the changes in the future educational system that moved from one day to another from the classroom into virtual rooms. There was no planning.Both teachers and students need to adapt to it. The project focuses on addressing the actual changes happening at both ends, teachers and students.One of the things that have more impact on this new scenario ""teaching-learning process"" are the skills needed for the teachers to introduce the changes they need to teach online today and when they return to normal how to integrate both systemsThe ACCED project works teaching the teacher to facilitate this empowerment process through different online Agile frameworks such as SCRUM, KANBAN, LEGO SERIOUS PLAY, NON-VIOLENT COMMUNICATION and new ICT skills including ZOOM/VIMEO/SLACKThe virus scenario generated a new unexpected educational resilience for teachers. The project addresses and implements solutions working with a pool of schools, universities and training centers. The project involves seven partners from the educational sector including schools, Universities, NGO and Foundation working on innovation programs.The ACCED project focuses on implementing a specific training program, a methodology and a certification to validate the training during the project implementation phase and beyond to grant sustainability and impact. Three of the partners influence directly their education system, while private partners see in this training a new area of development.The project addresses the needs of teachers and by extension their students, the need to ""learn to learn"", to develop critical thinking, communication skills, working on teams, emotions management, transformative leadership, negotiation, citizenship among other soft skills. To develop that skills are the role of the actual teachers because the information is on the Internet and students know this, and the Internet knows more than the teachers. Moreover, the Agile framework enables teachers to work differently, it will speed up the learning process on the student side, and it will show fast delivery results since the creation of knowledge, implementation and testing happens in a very short period delivering incremental value on each sprint (Unit of time to deliver). Once the result is delivered a retrospective is done giving the chance to understand what can be improved.The results of the ACCED project are: The Research ReportAgile matrix identifying teachers and potential Agile mindset implementationACCED Training program:-flexible enough to be adapted to any educational sector-designing new educational lessons with SCRUM-KANBAN framework -using Business Model Teachers and Design Thinking applied to in-service training, so trained teachers in the Agile Mindset can train on the cascade after the certificationToolkit on how to implement the online classes using new frameworks (Agile, ZOOM, Vimeo), a set of transversal activities of good practicesBrickME Teachers Certification 15 case studies34 teachers trained as a ring of mentors and 90 teachers trained in cascade through a series of workshops in partner countriesExtensive documentation for the MOOC 4.0 (Videos, templates, images)The SLACK teachers' networkInformation is not the relevant point in the education of students in the schools, participation in the learning is. In an industrial-age classroom, with a teacher-centred/teacher-directed, one-size-fits-all approach, the mindset is not Agile. The roles are defined: It is the teacher’s job to create memorable lessons, and the student’s responsibility to remember them whether or not they are memorable."