The project joins six schools from six countries: the Czech republic, Italy, Portugal, Turkey, Romania, Macedonia. They are joined by an interest in future of their students and development of the individual leading to the right choice of profession. Five of them are experienced in international cooperation in Erasmus+. One school needs support and help because it´s its first time in the project, but all of us are ready for that. Every school is completely different- size, number of pupils, place where the school is situated. But we share the same interest and activity. The partner schools are located in Europe in different landscapes. From the west of windy Portugal to the eastern tourist attractive Turkey. From mountainous and wild Romania to the middle of beautiful and sunny Italy. From the north of the Czech republic to the unknown Macedonia. This offers a unique oppportunity to compare their environment. Our project leads to self- knowledge and, on that basis, to the right choice of professional career and further education. Our objectives are to know and develop our own personality and its abilities, qualities, skills, self-confidence and interests. If we know and develop these objectives, we will be better able to identify our strengths and weaknesses and, based on that, focus on choosing the right profession in which we will be happy. We achive these objectives via outdoor activities. if we achieve these project goals and we will continue to develop, we will also achieve long-term goals. The long- term goals are to children know: what job they want to do, what job they really can do, what they have to do for their job, what they have to study for their job, to children choose a right job, where they will be happy and which is really for them. We want to reach these objectives by implementing activities focused on the topics. By working on the theme of self- knowledge we will learn to develop our personality and what direction we should focus on in the future (choise of proffesions). We will use methods that will lead to the achievement of our objectives. These methods are experiential teaching methods, f.e.choice your challenge,exit from your comfort zone, group dynamics, own feedbacks and reflections, crytical thinking, problem solving, risk- taking, leadership, etc. The project will develop a positive attitude towards oneself and one´s own future. Children will learn about their strengths and weaknesses in the diverse nature and environment. The project will not include just theory but also very concrete activities that will develop our personality, quality, abilities, skills, interests and self. confidence. Children will meet different professions and events which will help them to find suitable occupation. They will continue their education accordingly. The other very important objective of the project is international cooperation. Children will experience cooperation communication with people from different countries. It will show the importance of English language and raise the motivation for learning English. Mobilities make a very important part of the project. The experience of contact with foreign country as a guest as well as a host is irreplaceable. Meeting will take place in each partner school during two years. During the meetings we will work on individual objective and we will impement the project activities. There will be a culmination of the objective at each meeting and we will can use mastered during next tasks and meetings. Even if not all pupils can take part in the student exchanges they will profite from hosting children from partner schools. The project work will increase ICT knowledge and skills. Children will use a blog, FacebookPage, Instagram, YouTube Channel, eTwinning for their communication or sharing. Children will make a video, create computer music, create an advertisement, make a report, etc. Children will experience group work, project work. The cooperation will also involve the families and the local community in school life. It will help to fight xenophobia. It will raise tolerance through learning about other cultures.
Six partner schools from the following countries collaborated on the project: the Czech Republic, North Macedonia, Italy, Romania, Portugal, and Turkey. Five partners already had previous experience with international cooperation and the Erasmus+ program. This experience was new for the Turkish partner. All partners were second-grade elementary schools. They differed from each other in their size and the conditions in which they work, and thus offered the possibility of an interesting comparison. The project dealt with students' self-awareness in relation to their future profession. The project activities focused on getting to know one's own abilities, skills, and weaknesses. To find out what enjoys and fulfills them. To meet and experience a wide range of professions. This experience was supposed to help students with the right choice of their profession. The project was affected by the coronavirus crisis and the war in Ukraine. During the first year, no mobility could take place and some schools were closed. The project had to be extended for another school year. The war in Ukraine made it impossible for some partners to participate in mobilities. Refugees from Ukraine also took part in mobilities. The reconstruction of the eTwinning platform was also essential for the realization of the project. The reconstruction took a very long time. It was impossible to use eTwinning and even after finishing it, it was not possible to carry out the original intention. The project consisted of planned project activities and mobilities. Six project activities were planned for each year, i.e. a total of twelve. The activities were chosen to cover the widest possible spectrum of professions: art, social services, healthcare, emergency services, agriculture, machine industry, food processing, advertising and marketing, IT. Another part of the activities was aimed at self-knowledge and developing one's own abilities and cooperation abilities. Activities were implemented either directly during joint meetings or individually in partner schools. The results of the activities were then shared at meetings, YouTube, Facebook, and the project blog. The outputs from the activities were processed into uniform templates used for their clear documentation. Mobility – a joint meeting was held in each partner school. The original intention to have all partners attend each meeting failed. The reason was the coronavirus crisis and the war in Ukraine. These problems also meant that students could not always be accommodated with host families. The meetings program was focused on the fulfillment of project goals, project activities were implemented. During the meeting, there was always a project meeting of the coordinators. The project helped the participating students to get to know themselves and guided them toward their future professions. Students learned about the culture of the given country, gained experience with a new environment and experienced communication in a foreign language. Teachers gained valuable knowledge and experience with a different environment and way of working. Engaging experiences helped in the fight against burnout. The ability to use and work with IT of all involved has increased. The project was also beneficial for local communities and host families. A personal encounter with another culture and learning about it through specific people contributed to a greater degree of tolerance between nations. The prestige of the schools increased.