"The project ""Here comes the Sun(power)” was planned for two years (2016-2018) and assumed to improve achievement in relevant and high-level basic and transversal competences in a lifelong learning perspective, addressing underachievement in the basic skills of maths, science and literacy through more effective, innovative teaching methods taking the actions which supported schools in preventing the occurrence of early finishing education by pupils. In each school that participated in the project there were very similar problems: discouraged pupils and the lack of motivation towards learning, a deficit of methods which helped to raise the results of studies. The project helped to show the students possibilities of changing their surroundings and give possibility to use and expand knowledge, and above all the key skills so important in the further education and the labor market. One of the aims was also the reduction of unwillingness of the local societies towards the introduction of alternative energy and taking some counteractions to climate change. The challenges connected with climate change required decisive actions. Without an international co-operation in changing the minds of young Europeans concerning respect to the world which surrounds us, such a change on a broad scale was not possible. The exchange of knowledge about the threats coming from excessive exploitation of natural resources among the students from the involved schools taught them that the necessity of environmental protection and the search of the ideas concerning alternative energy touches all nations and countries. That all brought us closer to achieving the objectives of the Europe 2020 strategy. In the project there were five schools involved from different parts of Europe. In direct actions 96 teachers and students participated in it. But the range of activities and the scope of the project's impact was much greater (about 5000 people) because the effects of work were disseminated in the local environment and placed in the media. It included the groups such as the local community, policy makers, people involved in teaching, organizations for environmental protection. The project assumed a lot of various actions aiming at the fulfilling of the realization of purposes and at achieving the planned results: international meetings which were useful to the management of the project, the activities for learning and teaching, local actions connected with the project, popularizing its results and designing, monitoring, evaluating and reporting actions. The methodology was for staff and students (individually and small groups, in the workshop and during the formal and informal classes) to follow the research, analyse, design, create prototype, test, evaluate, review, improve, cycle (common to technology teaching). They used ICT tools and the knowledge of the natural sciences and technical skills. All the teaching and training activities were in English language, and they were done in international groups, so that our students could practise the language, improve their level and cooperate and collaborate with their partners, being aware of a social, linguistic and cultural diversity. The results of the project contain material results (the lessons scenarios, the project website, posters, brochures, the educational games etc.) and abilities and personal achievements gained by the organizers of the project and its participants (e.g. the increase in basic skills and new competences of the students, their faith in their abilities and motivation for action to protect the environment). The expected result is to increase the competence of our institutions regarding project management and risk handling .The project has positive and long-lasting results in a personal and professional development of all participants and it has an influence at the local, regional, national and international levels. The schools introduced some elements of creativity, innovation and entrepreneurship in school programs through the implementation of project activities. The cooperation of teachers with students and their parents had created the atmosphere which brought benefits during the whole learning process. The innovativeness of applied teaching methods, the use of information and communication technologies and international cooperation contributed to the increase of motivation of the students for studying and getting to know the world better. The transnational cooperation gave the improvement of quality and the internationalization of the partner schools. The local communities has integrated into their climate change policy the projects activities associated with alternative energy sources including solar energy. By publishing the results on the Internet and cooperation with various media and institutions the interest of the international community in the theme of the project has increased."