Current economic and social context in which we evolve is one of the factors we face in education. Recent studies conducted at European level have demonstrated that there are still difficult situations we face. Students come from economically-risk environments increasingly higher is the main external challenge to which students are exposed. The result is that students have increasingly greater disinterest regarding school in general, higher school dropout being an immediate consequence. To counter these issues, the school must define itself in terms of methods used in dealing with students. Usually, this redefinition is a lengthy process, which may include additional costs often difficult to provide. School should open to the society, in both directions: to take over what is useful in education and has been developed in non-formal environments, but also to lead the society to take what is valuable in school. Our project provides a possible solution that would help reduce pressures on students and their families while providing them medium and long-term solutions. For schools, is a way we can experience to take over the external environment, in order to achieve our valorization.Priorities Project, selected in accordance with the current reality, are: A. Addressing underachievement in the basic skills of maths, science and literacy through more effective, innovative teaching methodsB. Supporting schools to tackle early school leaving (ESL) and disadvantage as well as to address all students from the lowest to the highest end of the academic spectrumC. Improve achievement in relevant and high-level basic and transversal competences in a lifelong learning perspective.The six schools in the project have a different profile, both in terms of the economic environment evolves, and student interest or skill level and their aspirations. The common point is the interest that we have to adapt to the demands of society and counteract threats to which we are subject, largely the same. Involvement in the project of a university, through an Institute of Education, is the glue of our actions.Directly, the project addresses a number of 180 students and 84 teachers who will participate in learning activities in the short term. They will be mostly partners in identifying ways they can use mobile devices in developing their potential, in lifelong learning perspective.The main actions that we propose in the strategic partnership are:- Design methods and activities necessary to facilitate learning through mobile devices.- Design activities quality assessment activities and abilities of the participants.- Developing special techniques to manage the use of these devices in the classroom- Development, assessment and certification of digital literacy of students and teachers, in the European context- Developing communication skills and team work, in real or virtual spaces- Development of curricular materials, courses and related material, allowing the sustainability of the project after funding ends.The activities will be conducted online and in the framework of transnational meeting. They are planned:6 Blended mobility of school learners, one for each school, for 5 days. Will participate 2 students for each school and 1 accompanying Person (a teacher) from each school. 6 Short-term joint staff training events, for 5 days each, one for each school. Will participate 2 persons (teachers) for each partner. 2 Multiplier Event, first host by Maia school, organized by UMninho, and the second, at Focsani. Will participate 2 representatives for each partner and a number of local/ foreign participants, others than from schools involved in the project. The total number of participants is 150.To organize project activities, monitoring and evaluation are planned 3 Transnational Project Meetings, which will be attended by two representatives of each partner.Results of the project will help achieve its targets are of three types. Since our project we aim to be an innovative one, the most important category is represented, from this point of view, intellectual outputs. A number of tangible and intangible results that we propose will also contribute to achieving the targets.The expected results are mainly to change students perception for their own education, demonstrated by increasing levels of basic skills and transversal thereof, accompanied by reducing school dropout, and improving teacher quality performance through an increase in the skills necessary. Long-term impact of the project is both for the partners contributing to their capitalization, in the European context, and for the level of students and teachers, both in terms of skills developed and through perspective of a directly approach to their education in terms of learning throughout life.
Current economic and social context in which we evolve is one of the factors we face in education. European's recent studies have demonstrated that there are still difficult situations we face. Students that come from social and economically-risk environments increasingly higher is the main external challenge to which students are exposed. The result is that students have increasingly greater disinterest regarding school in general, higher school dropout being an immediate consequence. To counter these issues, the school must define itself in terms of methods used in dealing with students. Usually, this redefinition is a lengthy process, which may include additional costs often difficult to provide. School should open to the society, in both directions: to take over what is useful in education and has been developed in non-formal environments, but also to let the society to take what is valuable in school. The results of our Project can be used as solutions reduce pressures on to many schools, students and their families, providing them medium and long-term solutions. We offer, by our tips and tricks that are part of our Intellectual products, suggestions that can be applied for the valorisation of external environment achievement, in terms of technology, both for schools, teachers and students. Project Priorities, selected in accordance with social and economic context we must face, are: A. Addressing underachievement in the basic skills of math, science and literacy through more effective, innovative teaching methods B. Supporting schools to tackle early school leaving (ESL) and disadvantage as well as to address all students from the lowest to the highest end of the academic spectrum C. Improve achievement in relevant and high-level basic and transversal competences in a lifelong learning perspective. According with these priorities, the main objectives proposed for the project are -school dropout decrease -increase the level of digital literacy, language, basic and transversal skills -increase of vocational education graduates, employed during the first year after graduation -increase the number of graduated students that follow tertiary studies, equally boys and girls -increase teachers' digital literacy, skills to use mobile devices in formal and non-formal education, building teachers ‘leadership capacity, interest for professional development -parents' increased confidence aiming school activity The six schools in the project have a different profile, both in terms of the economic environment evolves, and student interest or skill level and their aspirations. The schools in Rhodes and Istanbul have a predominantly theoretical profile, preparing students for tertiary education, while the other four schools have a varied profile, both theoretically and professionally, students being mostly employed after graduation. The common point is the interest that we have, to adapt the school to the demands of society and counteract threats to which we are subject, largely the same. The University of UMinho, as an academic educational provider, was the expertise adviser for the project. The project addressed directly to 180 students and their families and to 84 teachers of the seven partners. The activities were conducted online and in the framework of transnational meetings. These planned activities were: 6 Blended mobility of school learners, each for 5 days, with 5 students and 1 accompanying person per school. 6 Short-term joint staff training events, each for 5 days, with 2 teachers for each partner. 2 Multiplier Events, first of them hosted by Maia school in partnership with UMinho, for 100 attending persons, and the second, at Focșani, for 50 persons. 3 Transnational Project Meetings, to organize project activities, monitoring and evaluation are planned, attended by two representatives of each partner. The results of the project are of three types. 3 approved and done intellectual outputs, from the total we proposed Tangible results, like logo, posters, documents for participants selections, Facebook pages, partners’ blogs or website, video presentations and tutorials, newsletters, organisational and mentoring of the project meetings and other activities documents, documents for learning/teaching/training activities, reports, brochure and web information, surveys and analysis, promotions and dissemination materials . Intangible results-a change of students’ perception for their own education, and improving teacher quality performance. Long-term impact of the project is the contribution, for the partners, to their capitalization, in the European context. For students and teachers, the impact is in terms of skills developed and through the perspective of a directly approach to their education in terms of learning throughout life.