21. The race in the fields of production, invention and technological development among developed countries has been accelerated in the last century.This race environment directs all countries to invest in science, engineering and innovative technologies.The integration of new technologies and inventions into the economy brings economic growth and welfare opportunities to all countries, while the danger of many employees losing their jobs.The reason for this is that in Information society it is considered as a necessity to increase the mental processes and production skills rather than the power of labor and muscle.The use of technology in almost all professions and the density of work is increasing these rapid changes and to keep pace with density and to survive under pressure are emerging as a requirement for individuals to be able to have jobs. Because of these reasons, many developed and developing countries aim to abandon content-based education systems only and to base their education systems on multi-disciplinary steam (Science, Technology, Engineering, Art and mathematics) training to query, research, production and invention, and integrate their project-based learning steam training activities into the courses. In addition to the Council conclusions Declaration on EU 2020 Education and training, it is aimed to reduce the failure rate of students under 15 years of age and under 15 years of age in science and Mathematics and to develop Digital competences in the EU 2020 strategic document.With our common schools, we aim to integrate STEAM into our courses to reduce the failure rates in science and mathematics to 15% and to create a core curriculum and English terminology that can be used in EU schools involving STEAM in educational structures. Our project is a partnerships school project for exchanging good practises consisting of EU schools such as Mimar Sinan Secondary School, Kauno buitinių paslauguą IR verslo mokyla school, Agrupamento de escolas Francisco de Yolanda School itituto Comprivivo "G.Falcone-Giovanni XXIII 2°g" school pamatskola Daugavpils Saskanas school, Internationella Engelska Skolan i Sverige.Our school has experienced branch teachers who have national, international project experience and advanced technology infrastructure, who work in the fields of science, mathematics, art, technology and design in their own countries.There are also schools that have never been involved in strategic partnership projects but are eager to participate in projects and have volunteer branch teachers.This partnership structure is very important for us to prepare a strategic partnership project for the change of good practices. In our project, we have 6 transnational learning includes STEAM, teaching mobility and virtual mobility with e-twinning before each activity.Virtual mobility meetings with e-twinning will focus on issues related to cooperation, coordination and implementation of the project in line with the plan.In teaching and learning activities,there will be seminars, workshops, scientific discussions and brainstorming sessions on the subject of the project, and STEAM fair will be held in Mimar Sinan Secondary School, the coordinator country.It is planned to prepare, write and disseminate the e-book containing steam activities. The method of our project will be realized with project-based learning, workshops, theoretical or practical training.The methodology of our dissemination activities consists of seminars, workshops, meetings, information, science festivals, steam fairs. With the steam core curriculum and event book which can be used in all EU schools, science, technology, engineering design, art and Mathematics courses are planned to be more creative, innovative and fun.Students ' interest and attitudes towards science and Mathematics courses will increase positively.In the whole of our school, sustainable projects are developed in EU size and it is aimed to be an example to other educational institutions.
In the 21st century, the race between developed countries in the fields of production, invention and technological development has accelerated. This racing environment leads all countries to invest in science, engineering and innovative technologies. While the integration of new technologies and inventions into the economy brings economic growth and prosperity to all countries, it also brings with it the danger of losing many workers' jobs. The reason for this is that it is seen as a necessity to increase mental processes and production skills rather than labor and muscle power in the information society. The use of technology and work intensity are increasing in almost all professions, and being able to keep up with these rapid changes and intensity and to survive under pressure emerges as a requirement for individuals to have a job. For these reasons, many developed and developing countries abandon their education systems based only on content teaching and base their education systems on project-based interdisciplinary STEAM (Science, Technology, Engineering, Art and Mathematics) education aimed at questioning, researching, producing and inventing. They aim to integrate STEAM education activities into lessons. In the annex of the Council Final Declaration on EU 2020 Education and Training, it is aimed to reduce the failure rate of students aged 15 and under in the fields of science and mathematics to below 15% and to develop digital competencies in the EU 2020 Strategic Document. Together with our partner schools in our project; By integrating STEAM into our lessons, we reduced the failure rates in science and mathematics at our schools to less than 15%. The failure rates of the countries according to the years 2019, 2020 and 2021, when our project started; Mathematics failure rates at Mimar Sinan Secondary School (Turkey); 2019 23.21%, 2020 18.82%, 2021 14.33%, Kauno buitinių paslaugų ir verslo mokykla (Lithuania) math failure rates; 2019 26.22%, 2020 16.45%, 2021 13.89%, Mathematics failure rates in Agrupamento de Escolas Francisco de Holanda (Portugal); 2019 15.79%, 2020 13.43%, 2021 11.92%, Istituto Comprensivo "G.Falcone-Giovanni XXIII 2°g" (Italy) math failure rates; 2019 -, 2020 -, 2021 12.29%, Daugavpils Saskaņas pamatskola (Latvia) math failure rates; 2019 18.44%, 2020 18.52%, 2021 14.32%. In our project, national tests were not carried out in our Italian school in 2019 and 2020 due to covid-19. Our schools have experienced branch teachers who have national and international project experience and advanced technology infrastructure, and who work in the fields of science, mathematics, art, technology and design in their own countries. In addition, volunteer branch teachers who were not in strategic partnership projects before but were eager to participate in the projects were included in our project. This partnership structure has been very important for our implementation of the strategic partnerships project for the exchange of good practices. In our project; In the virtual mobility meetings to be held with e-twinning, the topics related to cooperation between partner schools, coordination and implementation of the project according to the plan were emphasized in general. Seminars, workshops, scientific discussions, brainstorms were held on the subject of the project in teaching and learning mobilities, and the STEAM fair was held at its partner school in Portugal. The e-book, which includes STEAM activities, was prepared, written and disseminated. The method of our project; project-based learning, workshops, theoretical or applied training. The methodology of our dissemination activities; seminars, workshops, meetings, information, science festivals, STEAM fair. Thanks to the STEAM e-book and curriculum link that can be used in all EU country schools, science, technology, engineering, design, art and mathematics lessons are provided in a more creative, innovative and fun way. Students' interest and attitudes towards science and mathematics lessons increased positively. By developing sustainable projects in the EU dimension in all of our partner schools, we have set an example for other educational institutions. Long-term benefit of the project In our Developing with STEAM project, we promoted STEAM topics among teachers and students, developed their competencies, and changed perspectives to make teaching learning more exciting. We have seen the diversity of education systems in different countries working towards the same goal. It was incredible to see how all the countries spoke the same scientific language and communicated in English. This project has helped us all to engage students in STEAM spaces. We have developed existing knowledge and skills as well as new ones. The most successful outcome is that our schools can now be considered a STEAM-focused school.