CONTEXT/BACKGROUNDThe EHP1921 project brings together four schools from Spain, Croatia, Belgium and France around two priorities of the Erasmus + program : “Social and educational value of European cultural heritage, its contribution to job creation, economic growth and social cohesion” ; “Tackling early school leaving and disadvantage”. The main aim of the project is to think collectively about ways to (re) motivate students through the perspective study of European heritage in four European countries and four European schools with their specificities. Confronting practices, developing creative/innovative/alternative approaches, analyzing successes and failures should contribute to a better understanding of ESL. We intend to study European heritage in order to build a European intercultural approach and a common European citizenship. The EHP1921 project should be funded to finance both its management and implementation and secondly four Learning, Teaching,Training Activities respectively organised in each school. OBJECTIVESPupils and teachers involved will follow three main goals : learning from our diversity, building an intercultural approach to European Heritage and enabling success for all learners. It expects individual and collective results : a global result combining reducing ESL and strengthening European citizenship. This global result should be achieved by working on during and between each Learning/Teaching/Training Activity and making four main collective and final products : representing European landscapes evolution through History (creation of a Touristic Guide for Teenagers) ; promoting citizenship activities with European Forum for the Climate ; collecting trans-cultural pop culture testimonies in an e-book ; preserving European Heritage with documentaries.ETWINNINGThe already created twinspace will be the main online space to share materials and to work in collaborative activities. It will include tools devoted to online teaching,learning and training during/between Learning/Teaching/Training Activities. It will also be used for students and adults Learning/Teaching/Training Activities assessments. Finally the KA2 twinspace will allow follow-up and dissemination with products diffusion and information.NUMBER AND PROFILES OF PARTICIPANTSThe EHP1921 project provides that participants will be teachers/non-teaching staff members and pupils from eleven to fifteen year old from our four respective schools. Schools gather nearly 2,000 pupils and 300 teachers/non-teaching staff members who will be impacted by the project thanks to a dissemination plan. More than 300 students and nearly 50 teachers/non-teaching staff members will be involved directly participating in project educational activities. Among them 18 students and 6 teachers/non-teaching staff members will travel and discover a new European country during each of the four Learning/Teaching/Training activities. Travelling participants will be chosen in each school through a committee including teachers and administrative staffs. The KA2 project aims to involve students of all abilities by particularly enabling pupils with academic difficulties to be part as far as possible of each delegation participating in a mobility : beyond their academic achievements, pupils need to manifest interest on improving their skills, to have an excellent behavior and to have a positive attitude in discovering different cultures. ACTIVITIESEach school will organize a five-day exchange of groups of pupils with partners' delegations of six pupils and two adults : C1 France (January 2020), C2 Spain (May 2020), C3 Belgium (October 2020), C4 Croatia (May 2021).METHODOLOGYThe Project Group functions as the coordinating group and is composed of at least one representative from each of the four partner schools. The partners are divided into four Technical international groups (Landscape/Forum for Climate/Pop Culture/Heritage Conservation). The school partners will be organized in school teams. Two partners (France and Spain) will both organize a three-day Transnational meeting with partners' delegations of three adults (with Project Management and Implementation funds).FOLLOW-UPAssessments, questionnaires and evaluation of educational activities will allow to report on students long-lasting effects with lifelong learning skills. Not-so motivated students and students with learning disabilities will benefit from reflections, experiments and educational innovations.Our dissemination plan is built in two dimensions (horizontal with all activities to strengthen communication and dissemination between participants ; vertical with all activities designed to actually reach the target groups, stakeholders and final users) and will use two types of media (traditional media and media created specifically for the project like Erasmus corners in each school, an Etwinning twinspace, a website and a Facebook page).

<< Objectives >>The main objective of the PAHLESS project is to bring together 4 European secondary schools from 4 European countries in a small-scale partnership for the exchange of good practice in the four HEPAS (Healthy and physically active schools in Europe) dimensions (PE: Physical Education, PA: Physical Activity, SS: School Sport and HL: Healthy Lifestyle) under the lead of EUPEA (European Physical Education Association).<< Implementation >>Project partners will implement 5 project activities in the form of 5 combined project meeting and staff training events of three days each, during which practical experiences and best practices form all partners will be shared and discussed. The final meeting will be connected to a EUPEA HEPAS Seminar for Primary and Secondary Schools in Europe, linking this project to a complimentary project for primary schools in Europe.<< Results >>The following intangible results are expected for the different group of participants: Teachers and other school staff participating in the project activities: - increased knowledge, experience and skills in the development and implementation of activities in the frame of the four HEPAS dimensions PE, PA, SS and HL when it comes to school development; improved cultural awareness; better language skills; Additionally, for the PE teachers only: - increased knowledge and experience in teaching PE.

CONTEXT AND OBJECTIVES : six schools have collaborated in order to organize the EMC 17/19 project. We met on eTwinning platform and School Education Gateway. We were unanimous about the same requirements : improve our English skills, using digital tools in the lifelong term learning and to bridge the gap between newly arrived students and the others, that is to say, inclusion. PARTICIPANTS : schools gather more than 3 000 pupils who were impacted by EMC 17/19 project. More than 400 students and nearly 60 teachers were involved directly. The fact that we are six Mediterranean countries emphasised the idea that diversity provides an added value and promotes the cultural richness of our society. ACTIVITIES: the five student mobilities organised by all countries except Turkey were at the heart of the project. These mobilities organized over the two years were the highlights of meetings, exchanges and cultural and educational sharing, and made it possible to work towards achieving the objectives of the project set in three final tasks: a digital book, a website and an international solidarity action. Additional common objectives were integrated during the project and successfully achieved (Trip of Hope theatre performance, Trivial Pursuit game, Polaroid Experience art workshop).METHODOLOGY : the methodology we used was collaborative groups through different subjects in class : from English to Geography, from Arts to Sciences. As we are spread out across 2. 000 km, we worked using digital tools and English as the only common language between the 6 countries. Teachers wrote the apply form sharing a document on Google Docs, Google Form and Google Excel, beside lots of activities have been shared on eTwinning platform. RESULTS : the results we wanted to obtain in a short term were to improve language and digital skills in our students and use inclusive education as a means to reduce school failure. It allowed teachers to use different teaching methods and, what is more important, set up networks of partners for future educative projects. IMPACT : the impact of this project was expected to be significant as it allows teachers to work in an innovative and creative way, using new methodologies and learning tools. Also, students developed and practiced their lifelong learning skills and contributed to a better literacy and promote tolerance. The EMC 17/19 project has been an impact on our community as some of the schools are in little towns or villages. In this sense, the European projects that the school develops allow the City Council to be part of the European network, establishing international contacts and enabling a cultural enrichment for all the community. LONG TERM BENEFITS : as we have seen in the European projects previously developed in our schools, actions in Europe are a fundamental element to obtain high quality results within the educational community. It allows the recognition and positive social assessment by families, by other educational entities and by the regional administration.

"As planned in the application form all the activities done during the two years project have been focused on students showing lack of control, lack of self-confidence, lack of values that often discourage the weakest that after frequent unsuccesses at school, leave it.A loss of access to socialization and other events and services taking into account that the targeted ratio is 10% in European training strategy in 2020; by aiming to reduce early school dropout, to increase the academic education period of the students, to increase the innovation and quality in the field of education, we’ve purposed to encourage all students to active at European citizenship and socialization, to prevent early school dropouts by providing students with the skills and abilities to integrate. The project focuses on the interests and abilities of students and ensured that students would be adhered to the school and continue their education and training life. The project offered a unique opportunity for participants to gain a deep understanding and knowledge of the cultural and linguistic diversity of the European community with the fact that the students come from a wide range of social and geographical backgrounds. During the implementation of the project, we fostered equity and inclusion in education, training, enabled learning quality for all as well to prevent drop-out and to promote the participation of disadvantaged groups in society, which is a really important and urgent issue nowadays. The responsibility of a school community was not to leave such pupils aside, but persuaded them to participate in school's life, integrated them into different activities, motivated them to learn foreign languages, travelled and discovered the other way of life. So we facilitated the transition of learners through different types of formal/non-formal education, modernization and reinforced education and training to respond to the main challenges of today's world. The project objectives were implemented in our project by organizing sustainable project activities, sharing the experience and promoting new ways of teaching and learning in non-traditional learning environments. So, during project activities, using a wide variety of multimedia tools for both communication, as well as designing a website to support the project results, created a meaningful context for developing communication skills with people in foreign countries. It inspired other students to have a strong synergy with partner schools and to improve their future careers. It was aimed to reduce the rates of early school leaving with the project.The project has the following objectives:To develop Students' awareness of their own interests and skillsTo be adapted to school and social life at the local, national and EU level.To offer a unique opportunity for students to have an in-depth understanding of the cultural and linguistic diversity characteristics of European society.Enable teachers from Europe to exchange practices and work together for creating common teaching materials;To Increase learning motivation among studentsTo make students use English more effectivelyLTT activities :C1The improvement of problematic behaviours of risky students and the acquisition of the necessary skills to overcome early school dropout.C2 Includes education on the duties and responsibilities of the ""Student Monitoring Team"". The students who are risky gain the evaluation skill within the scope of the project by making the initial analysis and detection.C3 Career counselling and to draw the talent maps of students with early school-leaving risk.C4 This is a training portal preparation work for these students after the 8 items of the skill maps of risky students are collected. C5:For the regular project activities and for the development of quality education and appropriate internationalization policy, the program contains events about the ""Solution techniques and processes to prevent early school abandonment"". C6 Could not be done due to the pandemic.C7 Was held as virtual meetings. Good practices throughout the projects are activities to do, to ensure that students with the risk of early school leaving are positively influenced by the school during the summer vacation.Tangible results of the Project are:-flyers and leaflets;-a Facebook and Whatsapp project group;-the logo of the project.-the website of the project;-Student Skill Map-Multifunctional Educational Portal-E-Magazine-A book ""Strategies Preventing Early School Leaving (SPESL)During dissemination activities in schools, the results and the activities of the project were presented through images and videos. In addition, project exhibitions were organized with photos from each country, brochures, posters. Teachers and students made the presentations related to project meetings for the schools and also for the local communities, articles were written and published in the school papers and local newspapers."

This is an umbrella project on improving the attainment of young people, particularly those at risk of early school leaving. Weak social skills, lack of communication and tolerance make some kind of barrier to students towards positive thinking about school. Traditional teaching methods do not motivate the students, and this does not let them improve and integrate themselves into society. It is noticed that students are likely to work interactively. Teachers are forced to look for more involving methods, activities and non-traditional environments which are liked by students. Learning to learn, communication, cognition, citizenship, initiative, creativity, personal and cultural competencies will be improved during this project so that students were fully ready for their future career. 16-18 year-old students who are not well-socially adapted will be involved in the project activities. The biggest part of them are good at ITC but they have communication problems that does not let integrate themselves in the peers' circle and society as well. The educational trainings related to the cultural heritage, traditions, film producing, photography, cuisine will be held in non-traditional environments in which students will have a chance to strengthen practical, team-work, communication and cooperation skills. So, students will experience the feeling of joy. 180 project participants (150 students and 30 teachers) will have teaching and learning trainings in a two-year period. During the project, the workshops will be organized in every country having the aim to involve students in more exciting and catchy activities as a part of a learning process. It will increase the students' school attendance and their wish to adapt their ITC knowledge in more reasonable ways. So, by daring to be different, but at the same time good at many fields, students will be able to become more determined and willing to attend school. Nowadays just knowledge is no more a value; it is necessary to learn how to adapt it in our modern society. Even more, such activities as organizing exhibitions, exploring, observation, meetings with professionals, discussions, working in mixed groups will improve the students' general competencies. Consequently, the students' self-confidence will be increased. The project participants will be active creators of all project outputs, which will be used as a teaching and learning material at local and regional schools, as well as at the youth and tourism information centres. By having such an experience students will involve themselves in the school life and become very good supporters for the teachers in organizing non-traditional lessons in various environments. Finally, with this project all participants will get to know how the innovative ways of project activities can influence their personal improvement and their determination to reach their future goals.