LTCN has never carried out an Erasmus+ project so the first step was to design a project team. Of all the needs our high school and its 4 partners are experiencing, we believe that the most pressing is the lack of a motivational school environment which could lead to better results and low drop out figures. In our high schools the disadvantaged are by far the majority the need led to the general objective-the presence/development of a motivational environment which could prevent bad school results and drop out among the disadvantaged. The direct causes of the need- the absence of modern teaching strategies, the low number of training courses for teachers, the unawareness of innovative methods and of good practices offer the specific objectives of the project: -acquisition of new competences to apply “4Cs” strategies in the teaching process by 14 teachers from the high schools involved in the project in order to improve their abilities to communicate, innovate and collaborate until the 20th month of the project; -acquisition of new competence to incorporate and implement new technologies and ICT skills into a Four Cs infused curriculum by 60 teachers from the high schools involved in order to develop the students’ personal, social and professional abilities, by the 22nd month of the project; -acquisition of new competences to promote in-depth collaborative work in lessons and extra-curricular activities and to create, develop and exercise competences such as solving problems, taking responsibility for finishing tasks and finding solutions by 200 students from the 5 high schools by the end of the 20th month of the project; The indirect cause of the need-the lack of interest for both learning and teaching establishes the activities of the project short-term student and staff mobility; the short term effects: worsening of the school environment , a high number of students skipping classes and drop out determine the results of the project after it is carried out, and the long-term effects - the migration of the students to other high schools or other grades and the worsening of the image of the institution will give us the impact of the project-the same number of students, of grades of teachers, the growth of our institutions' prestige,visibility and desire to innovate. Each partner receives a responsibility within the project team: Turkey is in charge with communication during and after a meeting; Greece is in charge with dissemination, Portugal is the secretary and creates the project archieve; Italy is monitoring and assessing the project and Romania writes the financial records and decides on the spending. There will be 100 participants in mobilities. Strategic partnerships are written for students and not teachers, so there should be as few teachers involved as possible.The legal representatives formed a commission which did not include any of the project team members the criteria were set and we received the name of the participants. There will be many, learning activities, and activities which take place prior or after these (preparation and dissemination). We have three learning activities supported by Erasmus +, .There will be 74 participants and their activity appears in the minutes of the meetings, certificates and reflexive journals which will prove the competences acquired. All these are some of the tangible and intangible results. The results must produce outputs: dissemination activities, modern lessons, debates in the target group, modern lessons. The people involved will gain some competences (ASK- Atitudes, Skills, Knowledge) described in EUROPASS certificates.Thus, using a logical matrix we start from the activity, we wrote down its inputs 74 participants who go to courses, sign the presence tables, receive Europass certificates and complete their reflexive diaries. As a consequence they develop competences and provide school with some outputs: dissemination activities, one blog, a project corner full of materials, 100 Europass certificates, 14 modern lessons. The outcomes which prove that the specific objectives are met would be a 30% raise in the students who actively participate in classes, a 20% reduction of the students' skipping, a new set of teaching methodology and techniques. an increased awareness of young citizens towards concepts such as European citizenship and democracy based on the development of critical thinking; boost of collaborative work; decreased bullying phenomenon and increased awareness of parents it; increased mastery of ICT tools which will be the vehicle of communication and dissemination of all the tasks and products throughout the project; increased ability in communicative skills and English, sharing and improving teaching practices and methods. The monitoring and implementation activities will be performed throughout the project and all the tangible results will be registered and filed. When the project ends, the soft and hard impacts are analysed.
LTCN implemented its first Erasmus + project so the first step was to design a project team. Sadly, the Portuguese partner didn't signed the contract and we decided how to redistribute their tasks , LTCN deciding to also hold C2. Of all the needs the 4 schools involved, we tried to develop a motivational environment which could prevent bad school results and drop out among the disadvantaged. The direct causes of the need- the absence of modern teaching strategies, the low number of training courses for teachers, the unawareness of innovative methods and of good practices offered the specific objectives of the project: -acquisition of new competences to apply “4Cs” strategies in the teaching process by 14 teachers from the high schools involved in the project in order to improve their abilities to communicate, innovate and collaborate until the 20th month of the project; -acquisition of new competence to incorporate and implement new technologies and ICT skills into a Four Cs infused curriculum by 60 teachers from the high schools involved in order to develop the students’ personal, social and professional abilities, by the 22nd month of the project; -acquisition of new competences to promote in-depth collaborative work in lessons and extra-curricular activities and to create, develop and exercise competences such as solving problems, taking responsibility for finishing tasks and finding solutions by 200 students from the 5 high schools by the end of the 20th month of the project; The indirect cause of the need-the lack of interest for both learning and teaching established the activities of the project short-term student and staff mobility; the short term effects: worsening of the school environment, a high number of students skipping classes and drop out determine the results of the project after it is carried out, and the long-term effects - the migration of the students to other high schools or other grades and the worsening of the image of the institution will give us the impact of the project-the same number of students, of grades of teachers, the growth of our institutions' prestige,visibility and desire to innovate. Each partner received tasks within the project team: Turkey was in charge with communication during and after a meeting and the web page; Greece focused on dissemination and the FB page; Italy monitored the project and managed the eTwinning page and Romania wrote all the plans and records of the project. There were many more participants to the mobilities compared to the application. After Portugal rennounced to be a partner, there was money for more student mobilities, and C2, a virtual meeting organised by LTCN was the largest in Romania with more than 110 students involved and 25 teachers.Participants were selected by following a strict procedure discussed within the partnership which ensured equal access. There were 5 LTTs- each partner organised at least one-and activities which took place prior or after (preparation and dissemination).There were 298 direct participants and their activity appears in the minutes of the meetings, certificates and reflexive journals which will prove the competences acquired. According to the objectives of the project, within the 2-year implementation, the following were successfully achieved: .1reduction of the level of ESL by 15% (found in at least 50% Ss coming from disadvantaged groups in all the 5 participating schools 2. Social inclusion was the key priority and 30% of the Ss coming from disadvantaged groups were primarily targeted in the PM sessions and PL activities on project level. 3. Reduction of negative social stereotypes were the core area of improvement. The project promoted respect for diversity and active citizenship within all the 5 schools and local communities through the involvement of all direct and indirect beneficiaries in the project activities (dissemination events, interactive workshops, PM sessions and simulations). 4. By organizing dissemination events the quality of education and the European dimension of the schools was greatly increased. The participating Ts, direct beneficiaries, developed personal and professional skills through the experience exchange during LTTs and during local activities with the Ss.The selected Ts shared their experience input by organizing the dissemination events and active workshops. 100 Ts improved personal and professional abilities. 5. An international network of resources centers and helpdesk was created with schools interested in developing similar programs. A number of 812 Ss (312 who were categorized as being at risk of early school leaving and 500 who were interested in taking part in the volunteering activities on PL) were involved in the project activities as direct and indirect beneficiaries. Due to the pandemic situation all over Europe, travel restrictions made the actual C2 meeting impossible which led to the online development of the LTT.