Hüseyin Ak Ortaokulu-TURKEY (Coordinator)


Our school is a public school and located in Antalya, a southern city in the Mediterranean Region of Turkey. The school was founded in 1994.

There are 25 classrooms in the school; including a science lab, a music lab, a visual arts lab and a tecnology-design lab. There are 45 staff including 1 headmaster, 3 deputy headmasters, 1 counselor and 40 teachers, and 1015 students aged from 11 to 14 at our school. The project will involve all the school community, including the students with fewer opportunities and the disadvantaged ones.

We have 9 students with fewer opportunities and all of them will be involved in the project activities. 7 of these students are mentally impaired (low-level) which causes certain areas of learning could take longer for them than people who are not impaired. Also they may sometimes be in difficulty of generalizing knowledge. The other 2 students have physical disabilities which causes imparity in their mobility. We have also a few students who have tendency to finalize their school life prematurely, and we will inspire them to realize the real meaning of education, friendship and the opportunuties that a school can offer them via actively being involved in the project activities.

As Antalya city has a lot of tourist attractions and many holiday facilities, it offers a good variety of working opportunities; especially for seasonal temporary workers. Therefore, many people from different parts of the country migrate to Antalya to work, every year. A great number of these migrant families live in the neighborhood of our school, which means we have students from low-income families. They do not have the opportunity to go abroad and see different cultures. While many of these migration background young people are successful students, their average performance is lower compared to their native peers. Through participating in such projects we can develop ways to support and motivate them to fulfill their educational potential.

Besides, there are nearly 2 billions Syrian refugees hosting in different parts of Turkey and some of them lives in Antalya. Offering them an open access education from the highest to the lowest academic spectrum and integrating them into the ongoing social life is crucial which can be achieved easier thanks to participating in such projects.

Our school claims to be the best school of its region, Kepez central district, due to the success of its students in national exams on which the quality system is based, and also their accomplishment in several sports branches. Lots of families who have students at neighbour schools are in effort of transfering their kids to our school every year.

Istituto Comprensivo Statale "San Giovanni Bosco"- ITALY


Our school is a public comprehensive school, "Istituto Comprensivo San Giovanni Bosco", with students both at primary and secondary level, aged from 3 to 14. There are also adult learners for people who left school early or didn't complete their secondary education. Foreign students also attend these evening classes where Italian as a foreign language is also taught by qualified staff.This is our first year as a comprehensive school. Until last year we only were a first grade secondary school, with about 400 students, and our school was called "Scuola secondaria di primo grado "Andrea d'Isernia". There are approximately 1100 students in all of the school and 110 members of sfaff. The primary and secondary school students are in different buildings and different areas of the town. About 400 of the students attend the secondary school. Our school has most of the main facilities: a science lab, a language and ICT lab, two outdoor sports courts, music and art rooms. 

We have a very prestigious music course with qualified staff who teach the students to play the piano, the guitar, the flute and the violin. The students who attend this course are in the school orchestra and they take part in concerts, competitions and in many public events. 

Many of our students are in the school sports teams and often qualify for national or local competitions under the guidance and with the help of our p.e teachers. 

The foreign languages taught in our school are English, for all the students, and a choice of either French or Spanish. Many activities in foreign languages are done: English exams, Theatre, role plays etc. so the students usually reach an interemediate level by the third and last year of first grade secondary school.

The school is in Isernia, a small town in the centre- south of Italy. It doesn't offer much in terms of tourism and entertainment, but it has all the necessary facilities: bus and train stations, all the major schools, a University, shops and shopping centres, offices, banks and post offices etc. There is a "paleolithic musuem" considered one of the most important in the world , both for educational and cultural reasons as well as tourism. There are also places, in the vicinity of Isernia, of natural beauty where the scenery is breathtaking, mainly in the mountainous areas where you can come across wild animals and rare species. A spectacular place is "monte di mezzo", a natural reserve where there are protected species of animals that have been rescued after accidents or illnesses, medicated and are now under the protection of the forest authorities.

 The students who attend our school are mainly from Isernia but quite a few commute from the nearby villages and towns. There are also several foreign students from Romania, Albania, Kossovo who have moved over in the past years with thier families. 

The pupils come from different social backgrounds: many students come from wealthy families with good jobs, others live with unemployed parents but I would say that the majority of the pupils have at least one working parent.

IES Puig De Sa Font- SPAIN


Our school is a public secondary school placed in Son Servera, which had 12.875 inhabitants on 21st January 2008. It is placed in the East of the Balearic Island of Mallorca, at about 65 kms from Ciutat de Palma, the capital city. The municipality is on the east coast where there is an important tourist developement. Our school offers degrees in Compulsory Secondary Education with students aged from 12 to 16 and post Compulsory Education, comprising vocational training in cooking as well as Bachillerato (pre-university and higher vocational studies). Our school also offers programmes for some students who are unable to achieve ordinary degrees, in order to avoid early school leaving. These programmes offer them the possibility to acquire basic vocational training and internships in different areas. Our school works jointly with the local government to provide enterprises which help those students to learn a profession as well as to get a certificate showing their abilities.

Our schools has a large variety of students, most of whom are from families working in the tourist area. In many cases their families work only in summer and there is a high rate of unemployment. 

IES Puig de Sa Font works in coordination with the Social Services and the Health system of the village too, preventing early school leaving to those students who are more susceptible to reach that situation.

 The Indicators of the school are lower than the average in our region.

  There is a high diversity of procedences among the 800 enrolled students; in fact, there are students from all over the world, most of them from the Spanish mainland. 

Most of the subjects are taught in Catalan, but students use more likely Spanish due to their origin and mother tongue. Our school offer them a programme of Catalan friendship in order to improve the social use of our language among the recently arrived foreign and Spanish-speaker students.

There are 85 teachers, and every year about a 15% of them change their destination.

The students' attitude towards school is quite negative in general, having a high amount of students leaving school too early, without a certificate or degree. 

The number of children with disabilities is also important, ranging from dyslexia to other learning disorders, as well as some hyperactive children (TDH) and other children with psychological and family problems. Our school projects tend to pay attention to these kids and give them opportunities to feel integrated. It is from this point of view that we consider that the opportunity to exchange and communicate their experience with other students from different countries, languages, cultures and traditions while showing their own , would improve their motivation and their knowledge about foreign countries, languages, sciences, and arts and technologies of the real Europe . Participating in this Erasmus+ project will help them to feel more integrated, to work in a cross-curricular way, to motivate them in order to avoid early school leaving. 

 This Erasmus+ project is also a very interesting opportunity to improve teachers' methodologies, students' motivation, and to develop European citizenship, culture and values.

Pfalzinstitut für Hören und Kommunikation - Augustin-Violet-Schule Frankenthal- GERMANY


The `PfalzinstitutfürHören und Kommunikation` (Institute for Hearing and Communication) is located in Frankenthal. It takes care of about 900 hard-of-hearing children, students and young people. The institute was founded by Augustin Violet in 1825.

Our school is a public school located in Frankenthal, a southwest city in the region of Rheinland-Pfalz . This is a part of Germany, located in the middle area. The school was founded in 1825 from Augustin Violet.

Responsible is the Bezirksverband Pfalz. The school sections are : Integrative Primary School for profound deaf and hard-hesring pupils, Secondary School, GCSE (General Certificate of Secondary Education), School for pupils with learning difficulties, School for the mentally handicapped, Integrated Education in general schools. The Secondary School will take part in the project. Our Institute for hearing and communication includes also a Social Section and comprehensive Advice Centres. 

There are: Advice Centre for Educational Audiology, Cochlea Implant Centre, Early Intervention Centre, Integrative Nursery, Boarding School.More Advice Centres are: Career Advice Centre, Psychological Advice Centre, Social Educational Advice Centre, Physio-Therapeutical Department.Our Institute has 350 staff and 920 students aged from 3 to 21. A lot of migrant families live in the neighbourhood of our school, which means we have students from very low-income families. Through participating in such a project they will get the opportunity to go abroad and see different cultures. So we can motivate them to fulfill their educational potential.

 The centre has a long tradition in educating and supporting children with hearing impairment. Its mission is to prepare the students for their independent life among the hearing ones, that is why teaching them to speak is one of the most important objectives of the institute.

College Honore D'urfe- FRANCE


Our school is located in Saint-Etienne, in the Rhône-Alpes region, at about one hour drive from Lyon, the third biggest city in France.

It is located in an urban area. There are are about 180,000 inhabitants. 

Our school is a scondary school where there are about 750 students aged between 10 and 16. 

There are 50 teachers, a headmaster, a deputy head master, a nurse, a social worker, 3 school advisors, a career counsellor and 10 wardens who are in charge of the students’ school attendance and well-being.

We also have students with special needs : foreign students (lately a lot of students have migrated from Africa, NorthAfrica, and Eastern Europe), dyslexic students.There’s also a therapeutic department for children suffering from pyschological and serious behavioural problems as a well as a newly-open department for students with intellectual disabilities.

Our students come from different social backgrounds, as a matter of fact, students come in from every corner of our community; rich kids from the upper-class neighborhood sit next to poor kids from the projects. There’s every race, religion and culture within the confines of the quad. 

Next academic year, there will be 800 students as we are opening two extra-classes. Indeed, our school is being more and more attractive within the community. A lot of projects involving various school subjects are being held.

Besides, up to 6 languages are taught, including French as a second language.  

Therefore, such a project will also be an opportunity for our students to become aware of how important it is to learn foreign langues. We would like to enhance and raise a sense of European Citizenship among our students, fights stereotypes and live up to their dreams. 

It will also enhance team-work among teachers.

Ajkai Gimnazium, Szakgimnazium, Szakkozepiskola, Altalanos Iskola, Sportiskola es Kollegium - HUNGARY

Our school is located in the centre of Ajka. The town is about 40kms to the north of Lake Balaton and approximately 140kms to the west of Budapest, our capital city. Basically, it is a secondary vocational school with some grammar school classes. The students in our school are between the ages of 14 and 18. At present, the number of students is 484. Since there is no other vocational school of this type in the area, we have a lot of commuting students, although we can provide dormitory accommodation. The primary aim of our school is to prepare our students for the final exams and the trade exams. The classes are specialized in engineering, ICT, logistics, mechatronics, economics and catering; all of which labour markets demand for multilingual employees in the digital decades we are in. There is one grammar school class with cooperative techniques in the 10th grade and there are two classes in the 9th grade, one of which is specialized in sports and the other is in cooperative techniques. We teach two foreign languages: English and German. The vocational students can choose between them because they learn only one foreign language but in the grammar school classes they have to learn both. Apart from them, they are taught academic subjects, such as Mathematics, Hungarian grammar, Literature, History and Science subjects. In the vocational classes they study professional subjects as well.The vocational students do professional trainings both during the school year and in summer.We encourage our students to take language exams or advanced final exams but unfortunately very few do so, due to the low level of their motivation in learning foreign languages. Our motivation to join this project is to encourage our students to broaden their multilingual knowledge via offering them real life language learning experience and meet students from other countries.

We have had a few university student-teachers from Greece, Australia and Brazil via AIESEC so far. Most of our students liked meeting and talking to them, but others were too shy to get acquainted. Some of our students have never been abroad, have never used English outside the classroom. On the other hand, they have been born into the world of the Internet and multimedia, that is why they mentioned in the survey that they will take pleasure in working on this field as the project will give a great opportunity; especially for the disadvantaged ones. Since this is a language project integrated with ICT-based learning, the teachers of the Foreign Languages Department and the ICT Department will undertake the main roles and take over the role of one another if necessary. The members of the Hungarian Language Department are very eager to join in the creation of the Hungarian Language package for the Emate App, and especially to teach Hungarian when we will host the project meeting. We do not have any previous experience in this type of partnerships, so its impact will be of top importance for us.


The Cluster of Maia is located in the urban area of the city of Maia, one of the 16 that belong to the metropolitan area of Porto. The municipality of Maia is located on the north coast of the country. The teaching staff, they are a total of 260. The teaching staff is stable and has professional and specific qualifications for teaching. The general objectives of our Educational Vision are: Improving educational attainment and the quality of learning; Educate for citizenship and promote multilingualism, health, sports and culture; Improve work efficiency and create a self-assessment culture; and deepen the relationship between school-family-community. Our school does believe that by promoting international projects in means of language learning will increase the development of the goals of its Educational Vision. After a survey we conducted, we want to be a part of this project to make our students feel that the school thinks about their wishes and invests on their success. The Cluster has been receiving in recent decades several students of Chinese, Romanian and Ukrainian descent, who do not always speak Portuguese. Our main objective is to promote and implement an innovational, inclusive and multilingual educational model. We want to have motivated and participative students concerning their own learning process.

Teachers and students are strongly involved in the implementation of projects that enrich students learning. 6 teachers are the multidisciplinary teachers of the classes to be involved in. José Dias, the team leader, is the coordinator of the ICT department.He is experienced in the Nemesis and KA2 project. Luisa Santos has a degre in educational biology and a masters degre in health education. Isabel Allen is a Physical Chemistry teacher, has a master degree in Chemistry, coordinated an Erasmus KA2 and integrate a KA1 project regarding innovation in education. Manuela Pinho is a Biology teacher and has a master degree in Ecology. She is part of the team of the KA2 project. Rui Ribeiro is an ICT teacher and he is involved in the KA2 project. All the teachers involved in the project have a reasonable English proficiency level (B1 ou C2) and are involved in the dynamics of promoting students success. They are also a highly motivated group of teachers willing to invest in change and already have experience in European projects considered "excellent as a whole". All members of the project believe that the multilingualism perspective of education is the future of a full and complete education of citizens which will prepare students for the world to come. The education systems are slow to tackle with the challenges Europe face with (inequality, unemployment, poverty and social exclusion), but with the certainty that education holds the key to the creation of individual opportunities and for the sustainable improvement of the quality of life of its citizens, the Cluster invest in such kind of educational projects.

Colegiul National de Informatica Matei Basarab - ROMANIA

Our school has almost 2000 students and 120 teachers coordinated by one headmistress and two deputies. There are 3 educational levels: the primary, the secondary and the high school. Our general profile is informatics but the study of foreign languages represents a number one priority, our students learn at least two foreign languages: they begin with English in the primary school and they continue with French or German. The department of foreign languages is the largest, each teacher being specialized into two languages. Our school has 3 laboratories for languages and 3 more for informatics. We also have indoor and outdoor spaces for sports. We have to be a part of this project because of the result of a survey showing that its essential for our students to improve their abilities to communicate in foreign languages via using their ICT devices. The school is situated in a beautiful area with huge touristic potential insufficiently exploited. The former chemical factory of the town was closed and the unemployment rate has grown. The only solution is to focus on the development of the tourism. To promote and develop the region, we want to encourage the knowledge of foreign languages and to use apps to promote the region. The young people are the entrepreneurs of tomorrow to develop a business, they need to be able to communicate and to use ICT devices. Thanks to the project, our students will be highly motivated to improve their skills because they have few opportunities to really use their knowledge.

It will also allow them to improve their social abilities, to become more aware of the complexity of the EU and to enlarge their vision about the variety of communities. Romanian students have few opportunities to go abroad so their representations about the European realities are limited and built on clichés. The project will involve students socially and economically disadvantaged and also pupils having physical or mental disabilities. The project will also be a great opportunity for our students specialized in ICT. They learn a lot of theory but they have few opportunities to use their skills for a genuine application that can be found on mobile stores. This project will allow to develop their professional skills. The members of our team are language teachers. The team leader is Ana Petcu and she will coordinate the project activities. She teaches French and English and she has experience in coordinating Comenius and Erasmus projects with the help of Diana Vlasceanu who will be in charge of paper works and dissemination. The ICT teachers will also be involved in the project in order to help us with the creation of our module for the apps. We can also count on the participation of a Design teacher who can help us with the visuals and the implication of our counselor to help us with the students with fewer opportunities or the disabled.

Zespol Szkol w Zychlinie - POLAND

Zespol Szkol is located in Żychlin in the centre of Poland. Our school provides general education in all basic subjects, with 20 teachers and 110 students (aged 16-19). There are well -equipped language classrooms, computer room, a library with Multimedia Information Centre. The school is situated in agricultural region, many of the students come from the nearby villages and some of them are disadvantaged for social-economic reasons. Teenagers come from different social environments, some of them come from broken homes. The financial standing of most of the families was difficult and it makes parents emigrate abroad to find work. Speaking foreign languages practically is seen as a problem in our country. According to results of the survey we conducted on our students about foreign languages, there is a necessity on enhancing language learning via integrated use of ICT tools.The School Action Plan goal is to improve the quality of foreign language education thorugh international projects to implement the strategy of the school. We aim is to develop language skills, to widen the vision to see the future in the abilities to create digital softwares and to foster selfconfidence when it comes to looking for employment in a foreign environment and ICT-based labour markets.

There are a few teachers involved in this project. -The team leader will be Iwona Kciuk, an English Teacher with many years of experience in the EU projects. -Zbigniew Chrulski, a teacher of vocational subjects in the profession of computer technician. -Jadwiga Wilińska, a teacher of Geographhy and Russian. -Jolanta Syska, a financial specialist as accountant employed at the School The teachers are well-trained and experienced in the Exchange programmes, thats why can be replaced by one another if required. Nowadays, the methods of teaching languages are changing rapidly and the students easily get bored if new methods are not used. Thus this project will meet the expectation thanks to the Emate app that includes daily expressions of the most spoken European languages, and the planned authentic environment language learning activities. The App will cover new languages which will be tested and implemeted in real life situations. Since 2005 we have been cooperated with schools from abroad. Our contacts fruited international exchanges that were organised from 2005 to 2017. Participation in this project will stimulate students’ awareness and reflection on the linguistic and cultural diversity. We want to offer our students/staff to experience transnational lanaguage learning to improve multilingualism among them and to promote their entrepreneurship in ICT via active involvement in creating Polish Language package for the Emate App. We hope that the project will make both youth and the staff more creative and innovative, they will be able to use their talents and potentials

Lentiz Life College - NETHERLANDS

LIFE College, part of the Lentiz education group, is a school for VMBO and MBO in the heart of Schiedam. We have 70 staff and 650 students. Our school population is as follows: 80% of the pupils are immigrants, more than 60% of our pupils live in a so-called Poverty-Problem Cumulative area; most pupils come from families with low socio-economic status. Our pupils are often incompletely integrated into the mainstream / dominant society, 60% of them have an LWOO-indication in the VMBO-phase, their language is often weak and we see a lot of structural unemployment, or the life of social benefits from parents and in the environment of the students.Our students are not only prepared for the Dutch world by implementing our educational concept, but placed in an international context in which they can claim their place due to the education we provide. Lentiz | LIFE College is a cultural school is an ELOS School, which encourages languages, exchanges and international topics in their curricula of all subjects. They’ve been an ELOS school since 2008, when they also started to carry out exchanges on a European level. The school has been investing in internationalization and international topics ever since. The survey we conducted encourages us to join in this project with the aim of empowering multilingualism aspect of our school through cross-border real life LTT activities and integrated use of mobile apps. Our school is specialized in supporting and helping troubled youth and preventing them from early school leaving. This particular approach we contribute to the project.

How do we let everyone feel like they belong and how are we going to let them participate based on their strengths? This is something we can show others and strengthen group building during the LTT’s. The coordinator will be Arij Hoogendijk who has many years of experience setting up and carrying out Comenius, Erasmus (vocational education) and Twinning (Suriname) projects. He gets trained in the latetsts trends and topics each year at European conferences and is also teamleader in our school management . That way he is able to connect his colleagues to the projects, so all arrangements always work out with the most optimal results. The coordinator of the school as project leader will be supported by the Lentiz education group policy advisor, Daniellevan Heck, on internationalization. She has 7 years of experience with writing and carrying out and reporting on international projects in Leonardo, Comenius and Erasmus projects. We will involve our Dutch teachers, English teachers and ICT-teachers in this project, who are equipped to work on the database for the Dutch part. Furthermore, we think that multilingualism is very important. Our school has many different nationalities amongst our staff and students, who have two overlapping languages: Dutch and English. Therefore this project would be perfect for them to work on the App.