We have made this choice because our society is in progress all the time and the traditions and habits are lost, have forgotten, are not aware of young people. The main moments of life (birth, wedding, and death) don't act by unwritten laws from our grandparents and the young generation doesn't recognize the most important traditions and habits of their ancestors that define us as a nation but rather of the westerners. By appearance and technology evolution, young people tend to have other activities than those required of their lives. That is a reason for school dropout among youth so many. Sometimes, no parents, no teachers do not have arguments to return them to the normal way of education. These contemporary caused them to make bad choices in life not only by forgetting their traditional values but even through school dropouts. Through their non-participation in activities, a school can be boring/useless, they couldn't find itself in its values. In the context in which the company is advancing rapidly and young people become confused by how it guides their chances of progress believe it is necessary to intervene in their way of thinking on what needs to be school pupils (educational support, so return each time) to prevent school dropout. We believe that the essential objectives must be youth involvement in school activities that may be beneficial to the need of integrating social, economic and especially cultural. Following these objectives will emerge several innovative products that will participate in the awareness of students in terms of customs and traditions are not forgotten/abandoned because they define us as a country and nation. This will arise from work common to all partners of the interview taken by students elders, menus wedding list of country-specific, CDs of music and dance wedding, site and brochure design, invitations wedding gathered students, a short film that will show a wedding moment, the dictionary with popular terms, archaic and regional, the project of the logo, a photobook community, and a museum, they will be created QRS. These materials will be designed and produced by all the project partners in the five types of mobility (1 of transnational and 4 types of learning/teaching mobility). The main impacts which are regarded as positive are: - promoting European values like solidarity, cultural heritage and inclusiveness; - a better understanding of history, where we come from as individuals; - reinforce values such as freedom, faith, integrity - students will accumulate knowledge regarding the core moments of their existence - greater development of the language and cultural skills - increased ability to interpret and understand the traditions and cultural heritage in an active comparison among cultures - students will express their interests for becoming active participants - exposing students ‘contact with heritage and non-heritage professionals helping them broaden their outlook to future career possibilities, - enabling students to develop new skills which will help them to compete in the job market - teaching young people to find out about the past from a wide range of sources of information using stories, pictures, artifacts, and visits. The number of participants will be over 1000, most coming from the school environment as well as teachers and students. Although the project is addressed fully in its realization they will provide support and parents, local organizations that support every time, shares of schoolchildren eager to contribute not only to the rise of prestige school they come from but also to their own further development, educational and human. Their involvement will certainly decrease the percentage of those who tend to give up easily at school. So, we intend to show to the students the direction and we want to collect and recondition the old objects, costumes, the instruments and put all together into a popular museum illustrative for a happy moment of life, wedding. We want to deposit, to date, to recondition by sewing, improving, assembling all the objects in a school workshop and for all products to be created QRs. In this way, students realize how hard was for their ancestors to make all these. In the context in which society advances in a fast way and young people can be confused, it’s necessary to intervene in their way of thinking in order to offer them educational support and to prevent early school leaving. We believe that the essential objectives must be youth involvement in school activities. This, helps them to integrate socially, economically and especially culturally, we should guide our students about traditional values before we lose them from the school.
Due to the COVID 19 pandemic, the first meeting was held online. In carrying out the project, we contacted each other periodically via instant messaging and conducted the meetings mainly via the ZOOM platform. In order to give the participating students a chance to get to know the project, its objectives, tasks, one of the meetings was carried out with their direct participation. The first mobility took place in Poland. During the training mobility, the aim of which was to present the traditions, customs and history of weddings in all the countries participating in the project, each party presented what weddings and their accompanying rituals used to be and are today, which to a large extent brought the partners closer to the customs prevailing in the partner countries. Another task was to prepare, carry out and read out encrypted information in QR codes. The Romanian coordinator prepared materials and programmes recommended for these exercises, during which each of us learned how to use programmes for preparing QR codes, which become elements of communicating a large content in a single image. The Polish side, in order to familiarise us with native traditions, culture, customs and related rituals, organised a cultural excursion to Wrocław, where we visited the Ethnographic Museum, the Old Town and Ostrów Tumski. In Lubin, we visited the Museum of the Lubin Region, where we found furnishings of houses, inhabitants living in the last few decades, and our guests learned about the history of our town and region. We received training on how the eTwinning platform works. In the second mobility, the Romanian side welcomed us during the first day in a traditional way with bread, the pupils were dressed in traditional clothes. After the official introduction, the pupils of the partner schools were shown around the school where the stages of a traditional wedding were presented in the classrooms. The bride and groom were dressed in wedding attire, guests and pupils too. There were refreshments on the tables, with pupils dressed as waiters serving traditional Romanian dishes so that every participant had the opportunity to taste the regional cuisine. During the workshop, pupils were divided into groups mixed with participants from different countries, which gave them the opportunity to get to know each other better and to exchange experiences and conversations in English. The school had a space adapted as a museum with various historical exhibits collected by the students from their grandparents and parents, which gave a unique opportunity to interact with their relatives' past. We also visited historical Orthodox churches, and icons of Saints. We had the opportunity to take part in activities to make historical costumes using antique tools. The third mobility in Italy was to learn about the past of one of the most important historical sites , which was Naples located in the centre of Campania of the archaeological area of Pompeii. Pupils prepared short guides enriched with QR codes for quick scanning and visiting sites with detailed historical descriptions. The aim of the activity is to understand how the past has influenced the heritage that each of us receives. The elements explored by the pupils grew closer to them over time. The activity was based on the presentation of the schools of each country. The Italian students prepared a table modelled on a traditional wedding and a wedding dress to introduce this tradition. During the fourth meeting in Portugal, as well as their predecessors, local pupils taking into account the time of Valentine's Day prepared refreshments consisting of traditional dishes served at wedding receptions. The aim of this mobility was to introduce the participants to the history of Portugal and in particular its historical buildings. The first was the Belem Tower which is one of the biggest attractions in Lisbon. The next point of sightseeing and learning about the history of the host country was the Jerome Monastery, which is one of the largest monastery complexes built to commemorate Vasco da Gama's expedition to India. The next stage of the meeting was an activity in which students used photos and videos to produce historical guides enriched with QR codes that have hyperlinks to pages describing both the historical aspects of the exhibits and their construction process. The influence of the Romans and the Arab countries, which were important in shaping the history and traditions prevailing in Portugal, was shown. The fifth mobility was a tour of historic Troy. Pupils from the host school showed the pupils of the partner schools around the school and talked about the education system in Turkey. Traditional dances and folk songs were presented, along with recipes of traditional dishes from each partner school. Afterwards, pupils divided into groups and exchanged information about traditional dishes. On the following days, students visited historical sites such as the Temple of Athena, Hagia Sophia, Istanbul and Troya.