Early school leaving is a problem faced by the European countries in the 21st century with a major impact upon societies from all the European countries that is the reason why the European Commission has as a target the reduction of ESL to less than 10% by 2020 for education and training, following a previous policy from 2003 that aimed the reduction to 10% by 2010. Social exclusion, insufficient awareness of educational disadvantage, learning problems, and poverty and school curricula are some of the factors that lead to abandon education prematurely. So as to support the disadvantaged children from 4 schools from Romania, Turkey, Italy, and Portugal decided to work together. According to The Education and Training Monitor statistics the latest rates of ESL in the partner countries are: RO 19%, POR 15%, IT 14%, TR 35%, The SWOT analysis from all partner schools shows some common problems: the tendency for ESL increased compared to the previous years (, IT 7%, TR 11%, POR 8%, RO12%), lack of students’ motivation .The main needs to be addressed through this partnership are: foster social inclusion, facilitate the access, and improve quality of education. The election of the project topic was chosen from the necessity coming from improving the school’s curricula by finding an optim and innovative way far from the educational stereotypes. Thinking to a sustainable training of pupils, thinking to social exclusion and to the threats of disadvantaged areas, and to the more and poorer skills communication we have chosen to appeal to rebirth of traditions as an educational bound between cultures. These were the ideas which led us to select out project partners: Turkey, Italy and Portugal. Being aware of the importance of united and educated Europe we elected to have the next objectives for our project: -to promote traditions among children -to make children be aware of their own culture and customs -to consolidate by promotion the cultural and unique parameters of each country, social cohesion, active citizenship, intercultural dialogue and fulfillment of children - to be aware of the roots of their own culture and in the same time they will see the similarities between the traditions of each country involved in the project. -to promote language learning and linguistic diversity - to improve education by creativeness -to prevent early school leaving -to make the target group be aware of being European citizens We thought to select 30 disadvantaged children from each country in order to get a improvement in their personal and educational development by learning through traditions and inheritance. The activities of the project are meant to develop their social skills, their interest in learning, their social inclusion teaching them that are more than they are country’s citizen but better they are European citizens. Becoming aware of their roots in workshops, attending courses of folklore and English language, participating to fairs, transnational meetings, training activities, being proud of their traditional handmade products students from the target group and the other added students will have the chance of escaping ESL and be socially integrated. The teachers involved in the project activities will have the opportunity to develop their educational career and to find a new way of lifelong learning. The partners from community, the parents, the stakeholders altogether with the social media channels and mass-media will discover the importance of national and European cultural inheritance as a mean for becoming stronger, active European citizens. The materials and the results of the projects will be available as educational staff, local regional, national and international communities, relevant NGO-s, parents and hopefully decision makers in school policy. We strongly believe that the workshops activities from this project could be a good start for a future job for small entrepreneurs trained in traditional hand made products, especially for disadvantaged areas

"Europe needs strong young persons, involved, active citizens who know truly democratic principles. The European Community needs a strong society in which students / young people are the engine upon which the community is built. The need identified in our high school and partner high schools is the increase in the number of absences that have led to the increase of the values of school dropout, from the low degree of participation of students at classes and informal activities and the compliance of democratic values and principles by the students in our school, as well as from partner schools. These are common problems for us. Absenteeism has elevated our schools on the first places at the regional level. Transnational project is done to train schools in states as different political, religious, with different historical evolution, all with the same need and each with an innovative method to overcome need, eager for innovation and transnational cooperation. Four schools will participate in the project, respectively from Romania, Spain, Italy and Turkey, all with the same need and aiming at the operationalization of the project objectives.Specific objectives: Students:1. Increased, at 90% of number students participating in learning activity in Spain,confidence in equal opportunities offered by the school for all students no matter the country, until the end of 03. 2021 2. Increased understanding of democratic freedom in school to 90% of the students participating in the learning activity in Italy, until the end of 06.20213. Developing the ability to understand their role in school, community, country and the EU at present and in the future, to 90% of students participating in learning activity in Turkey, until the 01.20224. Develop the ability to correctly filter information from environment, media and other sources, eliminating from their minds the false values, to 90% of the students participating in the learning activity in Romania, until the end of 06.20225. Increasing the positive attitude towards the school to 90% of students participating in project, until the end of projectTeachers:Developing at 90% from participants teachers the integration skills in the process of participant teaching and extracurricular methodologies, tools used by partners according to the project theme, focusing on eradicating the problems aimed in the project, taking into account the current problems of the EU and the rest of Europe.Traget group Direct: 60 students and 24 teachers participating in the projectIndirect: 12 Accompanying Persons,students and teachers from high school participating in the project , students' families,auxiliary staff of schools,local communities,partner schools to participating schools,schools around the secondary schools participating,NGOs,foundations,people with Internet access.There will be 1 transnational project meetings and 4 mobilities (students and teachers), so that each country will be able to get partners at home. Cooperation between schools will create some interdependence between them as to achieve intermediate and final products. Each participating school is responsible directly by the smooth conduct of the activities proposed in the currently form, but also of other activities that can bring added value to the one week mobility spent at ""its house"" with the active participation of other partner schools.This project aims to:Reducing absenteeism and inclusion of students with many absences in school community for school and professional success;Developing the civic spirit of the students, improving the confidence in school and themselves;Teachers will enrich the methodology used in the classroom/after-school to motivate students to come to school and achieve better results in school.The participants will achieve:For all the objectives power-point materials will be done;Exhibition: Evolution of equality 1939-2020, ’EQUAL CHANCES’ „Vlad Tepes”, ""What role do I have?"", ""Freedoms and responsibilities for students"", ""Freedom in drawings"";Album photo;Calendars;Films:European Student -European citizen,, ,, Excess of freedom,, Exhibition ,Guide/Who I am?/partner;Magazines: Top10, ,,Exemplified double arguments""Final results:For teacher: Project Blog ,site/Magazine for teachers „Transnational Methodical Guide”For students: Multilingual civic Dictonary/ Magazin,,The European road to light”Using a wide variety of activities, disseminated in all quarters we expect to have a very high and lasting project impact especially on the target group which in turn disseminate with pleasure and knowingly.In the long term we want our project to be born more projects, to continue the eTwinning project, to maintain the didactic and collegial connection, to remain partners. Students to become model students, people with a profession, to engage in the right field, to become successful people, to be prestigious and to carry our image in the world. The economy of our areas to thrive throu"

"""Designing bridges among European citizens through STEAM"" (Project reference: 2017-1-ES01-KA219-038176) has been an Erasmus + KA219 educational project consisting of five European educational centers: Spain, Estonia, Romania, Turkey and Italy. The two main Objectives of the project have been: To promote innovative practices using STEAM (Science, Technology, Engineering, Art and Mathematics) and to promote equity and inclusion in transnational activities, encouraging the participation of female students to contribute towards gender equality in science and research. The members of the group have worked in some innovative fields of science, technology, engineering, mathematics and arts and have been interested in partnering to enhance and improve their knowledge and innovative practices. These centers have been: IES Mestre Ramón Esteve in Catadau, Valencia, Spain (coordinating partner), Narva Keeltelütseum, Narva in Estonia, Zübeyde Hanım Mesleki ve Teknik Anadolu Lisesi, Mugla in Turkey, Scoala Gimnaziala ""Mihai Voda"", Mihau Viteazu in Romania and ISIS ""A. CASANOVA"", Naples in Italy.All of the partners in STEAM were interested in the promotion and motivation of scientific and technical education in their female students, they were compulsory public schools, post-compulsory and training cycles schools, and they had got students with similar educational levels, 14 to 18 years in all centers, and with diverse socio-economic environments. Both Spanish and Romanian students came from rural and isolated areas, with scarcer means of communication, while Estonian, Turkish and Italian students lived in more populated and better communicated areas. The project, lasting 24 months, has consisted of several activities that have allowed students to learn and deepen in the knowledge of scientific and technical areas. Each of these activities that have been carried out in three learning mobilities correspond to each of the areas included in the term STEAM: Science: Romania (Interactive Mapping Environment Workshop), Technology: Estonia (Robotics), Engineering: Spain (Drones with social uses), Arts: Turkey (Videogame software), Mathematics: Italy (Algorithms of electronics in arduino and hakeón).The partnership of the project has dealt with several working groups: a) ""Coordinating group"", whose responsibility has been to involve the educational community and been the representative of its center, b) ""Activity group"", STEAM specialist teachers who have been responsible for preparing, developing and purchasing materials for the proposed activities. C) ""Dissemination group"", through social networks, press, conferences, etc., and d) ""Evaluation group"" in charge of checking the results of the project and promoting improvement aspects.The project has included several types of ACTIVITIES grouped as follows:1. Management activities: suitcase of good practices (video tutorials and web pages), creation of the project in eTwinning, development of the Logo.2. Transnational meetings: teachers' meetings in Spain, Romania and Turkey for the planning and organization of activities.3. Dissemination and Impact: blog, eTwinning platform, conferences, meeting and our website:https://sites.google.com/iesmestreramonesteve.com/designingbridgesthroughsteam4. Learning Activities, teaching and training: Design, start-up, development and creation of Robots, Drones, video game Software and Interactive maps with drones and learning in cascade by the students. Mobilities with teachers and students held in Italy, Estonia and Spain.The Impact of the project has occured both in the participating organizations as well as in the teaching staff and students involved in the project. On a general level, it has improved the quality of teaching, the prestige of the centers and the environment and the acquisition of good practices from other European educational systems. The teachers have improved their competences in STEAM and their linguistic competences especially. And students have improved learning, foreign languages, training and STEAM. The impact has involved three areas: 1. STEAM 2. The linguistic level and 3. The level of internationalization of the centers. For its part, the Dissemination has been done: before the phases of the project, during the development and after the project, by means of bulletin boards, seminars, exhibitions, social networks, talks and competitions.The Results have been: Promoting equity and inclusion in transnational activities, maintaining contact with partners to generate future joint projects, increasing the prestige of the center in the nearest environment, increasing the quality of teaching at the center, to improve STEAM methodologies in teaching, to acquire good practices from other EU education systems to combat early school failure, to promote inclusion and to improve language skills.Once we have finished our Project, we have been in contact again (all of the five partnerts) to start a new KA219 project related to “bullying” and “mediation of conflicts in the schools” which has been focused on the sustainability and continuation of the good atmosphere and partnership that we have all created as a common European family."

The project has been implemented in order to internationalize five schools from Turkey, the Republic of Lithuania, Romania, Finland and Spain (coordinator) and learn how to work together and benefit from this teamwork synergism to obtain a series of common objectives. We aim at developing the conception of a more open Europe among all the partners, sharing values and cultural heritage to achieve better understanding. A more open Europe without language or cultural borders for students or workers. The topic of the project deals with different aspects such as European values, cultural heritage, inclusive learning and early school leaving. All these issues have been analysed and reflected in audiovisual creations. Therefore, the students worked on one cultural heritage aspect of the partner countries at every meeting and also learned about one of the stages of audiovisual production. Unfortunately, the last two mobilities were not carried out due to the pandemic and consequently, the project was unfinished. The script could not be filmed or presented at the MICE (International Educational Film Festival) in Valencia, since it was cancelled. The objectives previously planned are:Objective 1. To improve the internationalization of partner centres through the sharing of knowledge and teamwork projects with schools from other countries. Objective 2. To improve skills and knowledge for better quality in teaching (audiovisual support, languages, etc.)Objective 3. To promote a committed, empathetic and respectful European citizenship.Objective 4. To increase the European awareness of the students and the knowledge and reflection of European values and cultural heritage.Objective 5. To favour inclusive learning and the decrease of early school leaving in the organizations involved (through the analysis and contributions of the students themselves).Objective 6. To develop the audiovisual competence of students in order that they will read and produce images in a critical and reflective manner.The project had to be implemented by five schools with different characteristics within the school sector, but sharing the interest in European values and audiovisual media as a powerful communication tool for the young. The project depended on four organizations with different kinds of experience in Europe (exchanges, KA219, KA101) and one more school with no previous experience but supported by all the partners to achieve sucessful performance. Both the preparation and execution of the project were consensed and implemented by all the participants in a balanced way and led by the different project coordination teams.The meetings finally held have been: 1. Teachers mobility aimed at improving audiovisual skills, project planning and getting to know one another. (Three days, November 2018, Spain).2. Mobility of 4 students per school to talk about values and heritage to be included in the script (5 days, Turkey). Cultural value: Music and dance.3. Mobility of 6 students per school to work on creativity and script writing (5 days, Lithuania). Cultural value: Sport.4. Mobility of 5 students per school for technical aspects and shooting script (5 days, Romania). Cultural value: Literature.Mobilities number 5 and 6 were planned, postponed and finally cancelled due to the global health crisis:5. Mobility of 8 students per school for filming (10 days, Finland). Cultural value: Arts.6. Mobility of 5 students per school to present the film at MICE (5 days, May 2020, Spain). Cultural value: Cinema.Students dealt with a cultural European value at every mobility. In addition to this, some long-term mobilities were carried out in Spain and Finland, hosting 2 Finnish students and and two Spanish ones, respectively.The most important achievements have been the language skills improvement of students and teachers, greater knowledge of values and European heritage and audiovisual production learning. They caused a positive impact among all the partners and increased their interest to take part in future European projects. Other results such as the decrease of early school leaving are expected to be achieved in the future. Consequently, the long-term benefits will be firstly more open-minded and aware students, secondly the establishment of bonds between partners that may generate future projects and finally, the improvement of coexistence (inclusive learning) and educational results (early school leaving).

BREAK TIME (Bullying Rudeness Exploits Against Kids-Time For Inclusion In Multicultural Europe) has been thought to overcome all the problems related to students (age range 13-18) whose little motivation and high level of irritability and contentiousness against other students create difficult situations in everyday school life. The project and its objectives are created to improve and control students’ behaviours through specific and creative exercises conceived to reduce conflicts among them.The 5 schools involved (Spain, Turkey, Romania, Estonia,Italy) come from different background, level of education and urban contexts but they all have experienced the same problems related to early school leaving, bullying problems, inclusion difficulties and low motivation.The main object of the project is to provide inclusive education and learning opportunities to be suitable for children's needs, provide safe, non-violent, inclusive learning environments for all.To reach these goals we will organize activities for inclusion as “educational games” through which students can learn rules, reflect on their behaviour, experience cooperative situations and act as inclusive group in non-formal education lessons.Each game will be presented and discussed with an initial briefing and a final brainstorming about what really happened during “the game” in everyone consciousness and the feelings they proved. So students will have awareness of their learning process and create inclusive group of people to fight bullying situations and develop understanding and tolerance for disadvantaged groups. Playing “GAMES” with foreign partners’ students will also improve communication in English and demonstrate how important is to be European citizens to increase both motivation and success in school careers.In first mobility we'll focus on how team games help for socializing activities, co-work activities, development of self-esteemIn second mobility we'll focus on theatrical performances and Role-playing to fight bullying conflictsIn third mobility we'll focus the issues of team spirit, integration, sense of belonging and social inclusion, self-discovery, balance, concentrationIn forth mobility we'll demonstrate how important is to reach our main goals also through “non-formal” education, through games, whose hidden training objectives are to motivate students to improve their skills, behaviour and competencesIn fifth mobility we'll focus on how important are the role of music/dance/sports in changing children behavioursThe GAMES proposed go from some reinvented sport/mind activities to theatrical performances to indoor or outdoor games according to the specific features and the school environment. Some partners have a school playard and a break time every day, some others can organize these activities in some other specific areas of the school or manage them during a “Students’ week” promoting groups organized by training pupils about them.Our methodology is going to be based on a theoretical part including techniques and methods to avoid and solve conflicts among adolescents at school and practical (real) techniques to learn how to implement them in our school curriculum.We are trying to adapt our methodologies to our students’ interests to be more meaningful and overcome their lack of competences in many fields.The method used in a final brainstorming after each game will lead students, as a deductive approach, to understand all the inner and hidden rules, meanings and skills they have learnt. Students will understand how important is to be part of the educational process to have a real growth in term of responsibility, awareness, consciousness, self-confident useful for their future studies and professions as well.Partners before and after each mobility will prepare a sample lesson video to share on the main platforms. Activities and their results will be shared by participants in their schools through workshops, PowerPoint presentations, role-plays, debates and discussions. Furthermore, results will be shared in cascade learning, that is: some students will teach other students about all the activities staff.Also, social media platforms and eTwinning will be the most important places for dissemination.For assesment: evaluate the results by likert scale and determine the achieving level of objectives; watching the changes in the numbers of social, sportive, cultural activities; control any increase or decrease in discipline matters and the numbers of students who have early school leaving problems; control and monitor the problematic events that come to class teachers.The potential longer term benefits:-reduce early school leaving of 2%-improve new methodologies connected to non-formal education-create a more cooperative class group to face bullying-face negative behaviours and commute them in a challenge for a new inclusive growth-develop tolerance for disadvantaged groups-improve respect to European values