"The idea of this project derived out of the first priority of ex European Commission’s president Mr. Jean-Claude Juncker for supporting entrepreneurship and SMEs for creating new jobs and growth overcoming the practices that led us to the economic crisis. The main idea was to develop a new curricula educating students, teachers and parents towards a new reality, new culture. The education of ethics to students is directly linked to the concept of healthy entrepreneurship practices. Given the new social and economic reality, the cultivation of a new ""culture"" of entrepreneurship was a matter of urgency and contributes, among others, to prevent unemployment and social exclusion of young people. The state of the art showed among other elements, the lack of a shared and common model of education in the topic of entrepreneurial education.Based on the above, the project addressed the identified challenges and opportunities with the following main objectives:1. To apply in entrepreneurship education, codes of ethics and develop, from the early age, the sense of individual responsibility, to acquaint with the role of the leader and visionary, to acquaint and accept the general laws and rules under which a healthy business must operate 2. Develop elementary entrepreneurship skills based on ethical values in primary and secondary school education by using innovative and learner-centered pedagogical approaches. Special attention will be given also to diversified groups of learners (such as children refugees, asylum seekers and migrants) 3. Develop and advance an Ethics & Enterprise Portfolio that will follow an individual throughout their school education and will list each student’s ethical and entrepreneurship achievements 4. Develop open and innovative education solutions on Ethics and Entrepreneurship applicable for primary and secondary school education based on Open Education Resources (OER) 5. Improve collaboration between schools and parents’ associations in order to jointly form good and ethical role models for the children6. Ensure that the benefits of an early childhood education on the ethics is transferred to other levels of school education and eventually from the classrooms to future European citizens 7. Develop critical thinking and stimulate student’s creative nature and motivation for ethical innovative thinking and cultivation of life skills (e.g. solving problems, responsible decision making, communication, self-awareness, interpersonal skills) The main outputs that the consortium developed and disseminated were: - A training curriculum of all stakeholders (eg. students, educators, parents). - A Learning and Teaching portfolio to be used in school and private life of students- An Online course on Ethics and Entrepreneurship for allowing easy access to the project curricula from any school in Europe- A handbook of Good practices that were applied during the implementation of the project but they couldn't be part of the curricula.- A policy recommendations review to be disseminated in National and European Level, that was of great acceptance among the policy makers.- A project observatory to populate the achievements of the project.The consortium of the project was: the University of Athens/Faculty of Primary Education who was the initiator and coordinator of the project that is supported with two schools from Spain and Portugal and the Maraslio School Parents' Association and the three Maraslion Experimentary Schools as direct partners as well as with around 10 more schools and parents associations as indirect partners. The European Projects Association based in Brussels/Belgium that has been involved with previous successful records in supporting EU policies through the involvement in similar initiatives in the past of Members of the European Parliament (MEPs) and policy advisors and officers based in Brussels.The people this project reached was beyond our expectations as it is estimated that more than 6000 unique persons have been directly or indirectly involved in this project."

The project is based on working Maths related curricular subject in our schools.We decided to apply this project after talking about our needs to this project.Maths is indispensable value for the individual, society. It is the common way of thinking of mankind. It is science, art. It's universal.It has important role in other school subjects.In our schools,most of the pupils have difficulties in understanding Maths topics so they have also difficulties in other school sujects.With this project we would like to decrease the gap between pupils and Maths.Also we are aiming: to improve the level of key competences and skills,foster quality improvements,innovation excellence and internationalisation at the level of education,promote the emergence and raise awareness of European Lifelong Learning area,be aware of EU’s abroad linguistic diversity and cultures,improve the teaching and learning of languages in real life,encourage the participation of students/teachers in democratical life in Europe,develop their professionalism and European dimension of our schools. We are 6 schools and project will last 2 years.We applied this project last year from Turkey but we couldn’t get the grant we introduced our project to the students,teachers and parents with presentations.French school is the coordinator. All the schools are public and has non-profit body.Every school has two special Maths connected school topics to focus on.In each visit,partner schools will work on host school’s topics.We shared the mentioned areas as: 1- France-Maths And Art,Maths And Sports 2- Turkey-Maths And English,Maths And Mental Development 3- Italy-Maths And Children Games,Maths And Craft 4- Estonia-Maths And History,Maths And Science 5- Portugal- Maths And Social Studies,Maths And Drama 6- Greece–Maths And Music,Maths And Health Hosting school will set up workshops/activities to the students together with teachers.All of the visitors will make workshops/activities with their students with the hosting country’s topics ( 2 different workshops for each topic).Activities will be recorded as video and photos ( for each topic; 2 videos and 2 PPTs or 2 word documents including explainations with pictures by using a workshop format).Then they will be shared by all the schools during the visit.Recorded works will be gathered and connected by the hosting country to produce “e-book 1” for our final product “MATHS IN CURRICULAR SUBJECTS” and “ MAGAZINE 1 and 2 “, videos will be combined to produce “ e-video 1” for “ MATHS IN CURRICULAR SUBJECTS” also.This process will repeat for each visit.At the end of the project,we will have 6 different “ e-book “ in native languages and English.When the project approved,as we make workshops/activities, we will get the works from partners and use them in our school curriculum. Before and after a visit,all the stakeholders in local,regional and national level will be informed in each country about the meeting and its activities by our project website,eTwinning ,Erasmus+ corners/walls,social media tools and local and national press. Impact:Students will get familiar with learning behaviours of other schools and be encouraged to learn and communicate in foreign languages and learn Maths applications in different areas with other students and teachers from different countries involved in the project.Pupils also will contribute to developing self competence, social competence, specialist and methodological competence, improvement of ICT competence and rise of self confidence.Teachers will learn LL skills and education, and will be encouraged to study continuously and self improve. Benefits for long term: The international dimension of education and training and the skills,competences and active citizenship of pupils and teachers will be enhanced.Continuous cooperation and exhance and transfer of knowlodge between partnership schools will be strengthen.Prejudices in people between different countries will be demolished.Students' ability to handle a job and competences on analysis,synthesis and monitoring together with the ability of working in a group will be improved teachers' Increasing pupils' and teachers' linguistic and ICT competences.Continuous wish in participating European projects will be permanent. Participants:The main participants as teachers:English,Maths Social Studies,History,Music,Craft and Art,Science.PE,ICT,Special Education together with school directors and project contact persons.To joint staff trainings in France 4 teachers and to Greece joint staff meeting,3 teachers will join from each school.And to the LTTs in the other countries 4 pupils and 2 accompanying persons will join from each school.

Our perspective for this project is boosting art capabilities of special children by providing them a creative environment. Our simplest instincts about making decisions like choosing an attire or choosing a recipe to cook is always related to the past experiences. Enhancing life quality is not only about financial issues but also personal preferences of a well-educated person. Why isn’t a special individual able to cook and prepare a premium delicious modern dinner plate? Why isn’t a special person able to set a modern art installation? How about contemporary art on paintings or sculpture or even atonal music? Whereas the organization of a modern art product is based on a plan, sometimes some of the parts include coincidental portions to provide desired complexity based on a general instruction, or sometimes randomizing becomes the main plan.Project MAMA is both innovative and complementary with its artistic side, because art means creativity, and creativity is the key word for future. Youths should be involved in art-related activities throughout their lives to strenghten their personal development. Art has a strong therapeutic effect on our body. It can regulate breathing and blood pressure, and also it improves self-esteem and self-expression, empathy, self-discovery and regulation of time and space management skills. Art supports sensory and mental development. It is an excellent way to improve integration and communication among students, especially among students with autism, dyslexia, and learning difficulties.On the other hand, Project MAMA has a social declaration on people with normal development who are mostly consuming their creative potential by spending their precious time on TV or a smart phone and its products such as social media platforms, mini games, and even on drugs. These obstacles they ignored are enough to direct especially young people to wrong paths in their critical ages, and people in workforce to waste their potentials to become skilled labour. Also individuals who are not involved in fields such as arts and sports during their critical periods will not be able to be creative and efficient for a quality workforce.By increasing special students' competence in hand skills, we will not only contribute to small and large muscle development but also create a tremendous awareness about mental disability by the related street events. Our students will publish and distribute declarations on how to live healthy covering nutrition, social habits and the obstacles that block the potential to succeed. Students will be able to disseminate issues about the various social problems of individuals with normal development via info stands in crowded areas of city centers with the supports of local NGOs related to Disability. They will try to raise people's awareness on these issues with the brochures that are cut as masks with eye holes. Thus symbolically the people who read the brochure are able to see the world with the eyes of individuals who are mentally disabled. Instead of the disability as a subject, putting forward a problem we call as 'social disability' specific to this project for individuals with normal development will provide a marvelous visibility to Project MAMA name and to its purpose, which is to expand Disability Rights. This is a necessary innovative move about spreading out these rights.With the Art Thematic mobilities abroad, each mobility includes 5 day programmes with 4 staff and 4 special students (aged 15 - 21) of each partner:Music in Dusseldorf, GermanyDrama in Madeira Island, PortugalDance in Warsaw, PolandPaint in Manisa, TurkeyDesign/Installation in Rome, ItalyMAMA is also already a modern project thanks to its arranged navigational programme of the mobilities, including some major centers of Europe, and even an Atlantic Ocean island with an area of 801 km². Super special children will achieve a tremendous success in performing artistic and intercultural cooperation. This achievement will contribute to arise the necessary synergy to succeed in any area of life for any member of societies, despite any disadvantage.As in our schools too, Special Education Needs should be mainly centered on self-care skills, academic qualifications, competencies in social activities such as sports and arts, and socialization based on active citizenship principle. Accessibility, Participation, Equality, Employment, Education and Training, Social Protection, Health and External Activity; these are the clauses stated in the EU Disability Strategy, and with all these clauses, we have a long way to spread out the most accurate cure(!) ideas for society to embrace the disability rights world wide, and to ensure that these ideas are parts of social community. This is why it has to be carried out transnationally and not only based on this partnership's needs. Beyond tolerance or compassion, the Disability is a matter of having the necessary rights.

We are six partners from different countries, Italy, Latvia, Malta, Portugal, Romania and Spain, that have decided to start a Strategic Partnership with the purpose of diving into ways of reaching motivation in our students through the new tools that are available for us nowadays in our schools and on the Internet. We intend to prove that powerful tools such as Information and Communication Technologies can be excellent vectors to flood all our schools with enthusiasm and motivation for being creative and for learning. The context of an international partnership is an extraordinary breeding ground for sowing seeds of knowledge, creativity and excellence. We want to work with professionals in the fields of ICT, Renewable Energies and Environmental Sustainability and learn from them so that we can make school productions on different aspects of energy production and sustainability in the most professional way possible. We want to learn the technique and then produce and share our own works in several areas of the school curriculum. This production of materials will undoubtedly set our students (15-17 year-olds) in a much more active attitude. And sharing our productions with our School Communities and with other schools will definitely make them work more enthusiastically and in a more responsible way.Each participating school will organise a visit to their school, and decide on the activities that all the schools will work on in that visit. Apart from sharing information about their countries with the host school, the students participating in the visit (5 students per school + 2 teachers, which makes a total of 25 students + 10 teachers visiting each host school) will produce new educational content from their trips, lectures and experiences during their visits.Our strategic partnership is based on a two-year Project. In both years, participating students will acquire, through joint ICT workshops during their visits to their partner schools, but also in their classes at school, technological skills such as video recording, editing, screen capturing, multimedia presentations and digital educational content creator tools that will enable them to produce quality educational material such as Educational Videos, Multimedia Presentations, Videotutorials and Digital Educational Resources in the above-mentioned scientific fields. We will also learn about waste recycling, sources of energy, power plants and natural treasures or about the ecological footprint and organic farming. All this material will be in English, licensed under open licences and shared with schools and educational institutions both through our school websites and project blog and through free-access educational multimedia content platforms that are available in Europe and worldwide. All the production of the students (photos, sound files, videos, digital educational content, etc.) produced and collected during these visits will be uploaded to the eTwinning Workspace. We will also share them in any other European educational platforms available at the time, and through other general multimedia content providers such as Youtube, Slideshare, Soundcloud, etc.Undoubtedly, the opportunity to work with professionals in the field of energy and sustainability and in the field of production of educational digital content will be a great value experience both for the teachers and the students, and will broaden their future academic and working options. The teamwork methodology we will use in most parts of this project will aim at developing our students’ skills in researching, writing, performing, debating, addressing an audience, and managing a project, thus enhancing their creativity and their social abilities and promoting their initiative in the combination of resources and skills to carry out a project of excellence. Our students will participate in all the stages of the project, including decision making and planning. Key-competences such as digital skills and foreign language acquisition will be subject to special dedication.We want this project to have a long-lasting effect in our schools so that the new methological approaches we intend to promote become a permanent way of learning in many areas of the curriculum. Once the 2-year period of the project is over, all the 6 schools intend to continue working together. Our intention is that this kind of teaching and learning we promote with the project stays with us once the project is closed. We will continue working with active methodologies with our students, and using the newly acquired technical skills in our classes. We will use all the materials produced in the project in our classes as they will be available for us and for the public.We would also try to find new funding for school visits as we believe that they are very convenient if not essential in the learning of a second language. We all want School Exchange Patnerships to be a distinguishing feature of our schools.

CONTEXT, BACKGROUND, NEEDS ADDRESSED: Year after year international OECD researches reveal missing competences among pupils all around Europe. For reaching the goals of ET 2020 based on also the Lisbon process, most of the European educational societies need renewals, which fact is underlined by the indicators of (1) the total number of schools / schools using alternative methods, (2) decreasing number of Eu population / increasing number of children with special educational needs, (3) pupils' dropouts from education, (4) missing competences and low-skilled learners showed up in OECD and Pisa researches. “There has been no improvement in reading literacy, and the rates of improvement in early school leaving and in the completion of upper secondary studies remain too slow.” (LLP/ General Call / Strategic Priorities) These results reveal not only missing abilities of students, but also the need of improving teaching methods. There is a strong need of developing creativity, innovation and entrepreneurship through education; which woud show off aims and results of a learning process which lead somewhere reliable to real life, to employability and labour market. New teaching methods and ideas not just raise students' motivation and teach them to use gained knowledge in practice, but also makes an understanding among teachers about the relationship between applied approaches and effective teaching results.OBJECTIVES:This project combines the development of mother tongue, foreign languages and digital competences out of fundamental ones, and contributes to the development of social and civic competences, the sense of initiative and entrepreneurship, creativity and cultural awareness out of transversal competences. The project is based on reading literacy, introducing main compulsory readings among participants, and making games out of them. This methodology assures to raise pupils’ motivation and to make learnings more attractive, encourages the learning of modern foreign languages with translation of brief contents of the books, awakens and reinforces creativity and innovation involving arts in working up topics (common continuous comics, illustrations, TIE, animations), supporting the use of innovative ICT methods (digital storytelling, StopMotion animation), and promoting creativity, competitiveness, employability and the growth of an entrepreneurial spirit. Main activities and methodologies: During the 2 years of the project, pupils work out compulsory literacy works from two sides: in the first year they make a common story out of many national compulsory readings; in the second year they expire the relevance of different interpretations of the commonly prepared story. With this process they can turn compulsory subjects into personal experiences, gaining special adventures from them. They learn about European literacy, they can compare similarities of important topics in each other’s readings, and they make an understanding that they can find themselves also in these stories - they learn to love literacy. Alternative methods, exiting tasks and modern ICT techniques also make the learning process more interested. The structure of the project also gives opportunities to create a sense of European citizenship based on understanding and respect for other people and cultures.RESULTS, IMPACTS:The objectives listed above are targeted through various formal and nonformal educational methods providing different types of results:1.) An online blog containing national reading diaries2.) An international game where a BigArtBox with canonical sentences travels around the world, and schools receive it ceremoniously3.) A creative writing process where pupils form a common international story out of national readings, and also illustrate it in a common comics4.) ICT workshops producing StopMotion animations and digital storytelling out of the common story5.) 3 learning activities containing trainings and workshops6.) As a final end product, the partnership creates an online database collecting infographic and other ICT materials of literacy works prepared by students, transmitting their point of views. The surface also assures the sustainability of the projectAll these activities increase pupils'motivation for learning, improve their basic and transversial competences, decrease learning disparities of disadvantaged learners, and also develop self-expression and consciousness. The Online Literature Fun surface provides a long-termed benefit also for wider educational communities.The itinerary is based on intercultural dialogue between participants, respecting cultural diversity and related to basic values of the EU; fostering a sense of ownership of the European Union among its citizens. 4 schools participate in the project.