People willing to become active European citizens need knowledge, skills and the right attitudes concerning democratic structures and active participation. For all these reasons we created a partnership from different schools and countries and we joined our forces in order to learn the human values. A Lifelong Learning Programme supposes intercultural dialogue, as partners from different countries and cultures were involved. Any discrimination national or religious was excluded. This program offered the occasion of a better acquaintance between countries, their residents, as well as, the way of promotion of intercultural education against the racism and xenophobia.Intercultural dialogue is the basis for real and lasting understanding and respect, which can only be built up through the acquisition of knowledge about other cultures. In our intercultural dialogue we tried to combat ignorance, prejudice, racism and xenophobia.The main concepts of the project was the sensitization to the idea of “other people” and reflection on one's own intercultural identity. The concepts were expressed through the topics of migration, cultural diversity, stereotypes, prejudice,tolerance, traditions, human and children rights, respect and self awareness. The final products MY CULTURAL IMPRESSIONS notebook and short films are living witnesses of progress achieved by the project. The students involved in the project did use languages, ICT, theatre, cinema, music, photo, arts, culture, local dances, traditions and local customs, as vehicles for research and to communicate the results of their work.The schools involved created the portfolios which include photos, paintings, video, theatre , etc. and shared them in project website and digital newspaper. A new learning environment which is attractive to teachers, students and the whole school was gradually created, favoring innovation and creativity in the field of teaching. At the meetings we worked together, become more aware of our own national identity and at the same time we learned about and appreciating to other cultures. At a more global level, this project offered a new perspective of culture and values. Our project represented a necessary approach to address the question, how cultural diversity and values can contribute to dialogue in Europe. How European citizens of different religious, cultural and political backgrounds can live together and enter into dialogue of mutual respect and understanding. The project examined their belonging to Europe while discussing their outward cultural identity, thus opening the debate to include issue of migration, racism, integration, mutual understanding, tolerance and acceptance of everyone in Europe. We are currently witnessing a new generation of young people who are redefining their cultural identity in a changing Europe. Many children of migrants were born in/out Europe, went to school in Europe and tired to work and create a family in Europe.Nine European meetings took place during the development of the project and allowed the European dimension of activities to be reinforced. Teachers and students were able to benefit from these exchanges and meetings, thus creating a true opportunity for intercultural exchanges and dialogue. The project aimed to raise awareness amongst EUROPEAN citizens and particularly among young people on the importance of using intercultural dialogue as a tool for promoting an active European citizenship. The target group included students and teachers. The foreseen activities were discussion, survey, case study,workshops, promotion of ICH/TCH,seminar, digital newspaper, international folk dance and song team.The objectives were:To raise awareness of the importance of intercultural dialogue, especially among young people, which aims to contribute to foster an active European citizenship – cosmopolitan and with respect for cultural diversity.To enhance interest and respect for the originality and variety of other cultural, national and religious groups.To confront younger generations with differences in culture, opinions and behavior and to look for ways to cope with these issues in an open manner without judging each other.The motto of our project was: Nice to meet you!Subjects: Migration,Early Leaving School, Racism, Stereotypes, Tolerance, Acceptance of differences.The project method was an educational enterprise in which children solved a practical problem. The students first chose the project, and then they discussed what they need to know for solving the problem and learned the required techniques and concepts. Finally they executed the chosen project by themselves.Time for reflection was provided during all phases of project learning, gave students the opportunity to evaluate their progress.The phases of approach: Discussion and sensitization, organization and realization of activities, collecting information, synthesis and process of information, evaluation.

Schools have a critical role to play in our lives and in the life of the community. As a reflection of wider society, schools are key to socializing younger generations, preparing learners to become active and engaged members of society. In an interconnected and globalized 21st century, young people are being exposed to a diverse and changing world around them, a world in which poverty, inequality and other injustices are still very much a part of the lives of millions.Human rights can give schools around the world a shared language of equality, non-discrimination, inclusion, respect, dignity and participation that is crucial to the goal of achieving a more peaceful and just global society.Our goal is to develop activities, working methods that will build the attitude of openness and tolerance to wide-range differences to counteract prejudices, xenophobia. Human rights education is a critical means of instilling the knowledge, skills, attitudes and values that can foster a culture of human rights.The project objectives are to sensitize young people on their human rights and the rights of others, increase active participation of young people in society, enhance civic commitment of young people towards human rights protection and promote positive attitudes to the EU vales of human rights and fundamental freedoms thereby fostering a culture where human rights are understood, respected and promoted.Each one of us must educate ourselves about our rights and take responsibility for respecting others’ rights. This is the reason why the partner schools became interested in how human rights are taught to people.The Partner schools will use the framework of the Universal Declaration of Human Rights and the Convention on the Rights of the Child to help students to understand and appreciate common human values. And our project will be guided by the general objectives of the Human Right Convention.A very important another aspect of the project is preparing a pedagogical base including reflections and proposals of active methods invaluable to improve the Lisbon Key Competences such as: learning to learn, interpersonal, intercultural and social competences, civic competence, cultural expression and communication in the mother tongue. The main target group of this action is students that are the owners of future. That is why all our activities are student oriented and can be only accomplished with their participation. The aim of the these activities is to enable the students gain knowledge and abilities that they can use in future.Our partners represent contrasting social and economic backgrounds, and a diverse collection of communities from across Europe. By working together to deliver our aims about human rights we will be successful in showing our students, parents, staff and others, how people from different parts of Europe can work together in order to improve relations and create a more cohesive European citizenship. This two year project (2016-2018) outlines key areas of the basic rights and freedoms of all men, women and children. The activities of the project will focus on the following topics: 1-Equality & Discrimination (Social exclusion) 2-Cultural and social rights (Women Rights)3-Democratic Education (Children rights)4-Right to social security(Immigrant Rights)Through the involvement of volunteer teachers, community resource people, lawyers, the program encourages students to create and implement projects that foster respect for human rights.It is expected to be a strong cooperation among institutions, municipalities, district governorships, district national education directorates, NGOs during the preparation, implementation and sustainability of our project.They will be invited to join events and discussion forums. The project methodolgy is based on the concept of interdisciplinary teaching as a means to enhance the quality of education. We aim at approaching key issues from the perspective of different subjects, cultures and languages, thus providing a more comprehensive understanding of civic issues in a European context. So with 6 partner schools taking part in the project and spreading the knowledge gained and involving people actively with the measures on integration put into practice an estimated number of 100 people will directly benefit from the activities.As this project deals with human rights in the school community, teachers,pupils,their parents and local community,other schools in the community who will be involved in the project an exact number is difficult to state.We hope there will be many more involved.We believe that our world's chance is human rights education for the today pupils who will be the tomorrow adults. Small steps made by pupils and their families in some European countries will lead for sure to a better future for the whole world.

Our project was based on the belief that a common challenge for the European countries is striving for a Europe where the diversity of cultures and cultural heritage are essential to the development of a genuine openness of mind and basic rights, where open and interactive processes and practices of culture combine to help us deal with the complexities of living with ourselves and one another. At the core of the project we put cultural heritage, multicultural understanding and cultural traditions as resources for the future to promote diversity and dialogue and foster a sense of identity, collective memory and mutual respect within and between communities. Our project developed as a journey through partner countries’ cultures to raise awareness of our own traditions and identify the common values which unite us. In this context, intercultural dialogue was essential to exchange views and opinions and establish linkages between different cultures, communities, and people, promoting understanding and interaction for avoiding bias, racism, conflict and marginalisation of people on the basis of their cultural identity, Therefore, through intercultural dialogue pupils were trained to democratic and civic participation. To develop this attitude and key life-competence we used methodologies that involved learners actively in their own learning. With our project we wanted to get support to develop conducive and supportive learning environments focusing on the needs of individual pupils, especially the disadvantaged and migrant ones. The extra-curricular activities could not only help students to catch up their interest in learning, but also help them to build a positive relationship with the school and its staff, as well as providing fulfilling activities which could boost self-esteem and reduce frustration. Mobilities of both students and teachers across Europe constituted an integral part of our approach, along with the use of information and communication technologies. Our students participated in activities in multinational teams and acquire active, hands-on experiences by engaging with exploring, evaluating, mapping, meeting volunteer teams, music, dance and art.In a united Europe students and teachers greatly benefited from working together with partners from other European countries, thus they could learn to understand and accept other cultures and their traditions. Furthermore, they raised their cultural awareness, broadened their horizon and learnt a lot about working on projects in teams. With this project we mainly addressed to 100 pupils in the age of 14-18 who benefited directly from the mobilities. At every participating school there was a group of pupils who worked on the topics with various subject teachers. Through the activities the joy about learning was supported in a long-term way. The students involved in the project could use languages, ICT, theatre, music, photo, arts, culture, local dances, traditions and local customs, as vehicles for research and to communicate the results of their work.