¾ of students who fail in education come mainly from families of low educational The attainment. The school does not eliminate these factors that bring the child with him by starting the training. The potential of these pupils is often undetected and their learning weaknesses are intensified. Such findings are often reported in the press. Here's where our program intervenes: The title "one for all and all for one" states that it is a mutual aid. On the one hand, in the educational community and on the other in the social community. The school consortium consists of 6 partner schools (Slovakia, Bulgaria, Romania, Greece, Italy and Austria). The participating students are from 14 to 18 years old. A maximum of 25 pupils per school can participate, a total of 150 students. An activity will be accompanied by two teachers. Each school will host the other partners once and each student will host a student from other countries. In addition, two activities will be carried out to strengthen the personality of the teacher. That is why there are a total of 8 trips. At least 10 pupils of each school with fewer opportunities, be it learning difficulties or economic or social difficulties, or cultural differences, will be involved in these movements. It is especially important to strengthen these groups of students. This is achieved through the following objectives of the program: Strengthening the personality of the teacher. This includes developing teamwork, improving linguistic and IKT skills, developing new course and assessment methods especially in the implementation of an alternative course. By participating in the program, teachers are given the opportunity to identify and enhance the skills of weak learners. Through monitoring, they are familiar with innovative methods that they can adapt to their classroom. Their ability to cope with a diverse class is strengthened. Teachers' motivation increases. Teachers will develop a total of 18 lesson plans available at the school. Objectives for participating students: Key competencies are an important factor for innovative creativity competitive ability. These contribute to the motivation and the pleasure of man and the quality of their work. Particularly for young people on the way to their professional life, these skills are an important foundation for their later life. Through the cooperation of comments in different countries, language knowledge is promoted in both native and foreign German. Students learn to deepen in specialized knowledge, this is an unprecedented experience especially for students with learning difficulties and enhances their self-esteem. Through this program, pupils take up problems, which are called on their own initiative to solve them. They will create a logo, a website for the program, present their country, create a program corner in their school, a brochure, a small film, a digital vocabulary, a commemorative book and a DVD. Through them they will gain great experience and identify their abilities. Through their collaboration with various organizations in different fields (village life, monument protection, cultural heritage, environmental protection, disability and first aid) they will come in contact with various objects. Cultural Consciousness and Cultural Expression as well as social contributions are also impacted by enhancing their willingness to engage in voluntary activities. A collaborative approach to teaching and learning prevents early school leaving and improves school performance. The results of the program will be noticeable in the coming years, we hope to help the participating students in their educational and professional choices. Teachers will integrate the products of the program into their daily lessons. Teachers and students from 5 other countries will be introduced to the program. The friendships that will be created will probably continue after the end of the program. The relations between schools (students, teachers) will also be kept active. Other activities may be planned and carried out after the end of the program. The experience of the participants will serve as a model for the upcoming generation of students.
Our project lasted three years because it was extended due to the pandemic that brought us closer to our partners. There was more interest in our friends' health and the situation in their country, so we sat at the computer more often and were informed about them. The genuine interest was a great match for our project. The title "One for All, All for One" shows that this project was about working together - in the community of the school and in the community in which we live. The project intervened in the following situation: Three quarters of the pupils who fail educational standards come from educationally disadvantaged families. School does not compensate for the poorer starting conditions that children bring with them from home – their skills are often not even recognized, and their weaknesses are sometimes even reinforced. This school partnership consisted of 6 partner schools (SK,BG,RO,GR,ITand AT). The participating pupils were between 14 and 19 years old. A maximum of 25 pupils per school could participate, which was a total of 150 pupils. For each activity, 2 or 3 teachers from the school accompanied the pupils. Each school was a host school for the other 5 schools and hosted one pupil in their home and looked after them during their stay. In addition, two activities were carried out to strengthen the teachers' personalities. Although 8 mobilities were planned in the beginning, in the end there were 9 mobilities in total. The 7th mobility took place online due to travel restrictions. The 9th was also an online mobility, involving only the teachers, as they wanted to explain details and questions from the lesson plans that came forward in the 8th mobility. At least 10 students from each partner school were participants with fewer opportunities. They had either educational difficulties, or cultural differences, financial or social obstacles. It was particularly important to empower this group of pupils. The following project goals were achieved: Strengthening of teachers' personalities. This included development for teamwork, improvement of language and ICT competences, development of new teaching and evaluation methods. Through participation in the project, teachers were empowered to recognize the potential of pupils with learning disabilities and pupils from socially disadvantaged families and to support and reinforce them. Through the observations, they have learned innovative methods and were then able to adopt them for their own teaching. The teachers have planned a total of 18 lesson plans, which are then available to the teachers in each school. Because of the quarantine, the need for online teaching emerged in the meantime, so many teaching scenarios were oriented towards this. Different platforms, applications and tools were used and presented by each country. Many of them were further taught to other teachers in the schools and are used in parallel in present teaching. Project goals for the participating students Key competences were an important factor for innovative productivity and competitiveness because they contribute to people's motivation and satisfaction. Especially for young people these competences are an important basis for their further life. Through the cooperation of schools in different countries, language competence has been promoted both in the mother tongue and in the foreign language, German. The pupils had the opportunity to teach their expertise to other pupils and as a result their self-esteem was strengthened. During the project, the students were forced to take a stand on problems and find a solution on their own. They created a project logo, a project website, presented their country in a presentation, designed a project corner in each school, created short films, a calendar, a brochure and a DVD and designed a memory book. They have expanded their ITT knowledge a lot, gained a lot of new experience and recognized their strengths. By working with different organizations in different fields they got an insight into their tasks. Cultural awareness and expression have been taught to them, as well as social commitment and willingness to do voluntary work. Through these cooperative approaches isolated and shy students were integrated first into a small group in their school, then into a broader group of European students and given a position of responsibility and motivation to continue learning in school. Many of the participating students were on the verge of choosing a course of study or training in the third year of the project (because of the extension).Through this project they were confronted with many perspectives because they worked in at least five different subject areas. They became aware of professions they might not have thought of before. There was very good cooperation on this point, even though it was an online meeting. The creation of a list with the corresponding professions was created with the Canvas application.