"The world of nature and its social perception constitute elements of our cultural legacy. Nature ispresent in art and protected by law. At the same time, young people with their poor knowledge oftheir regional and European environment rarely get into contact with it, thus our project- opposing thisphenomenon.Therefore, the general objectives of the project are:· reducing the number of students with the deficit of nature syndrome.· reducing the intensity of deficit of nature syndrome.Specific objectives:· creating conditions for a direct contact with nature.· giving children the possibility of creative play in natural background.· working up student’s interests with nature.· developing a positive emotional contact with nature.· expanding students’ knowledge about nature..giving students the possibility to know nature in a polisesoric way.· eliminating fear from contact with nature.· lowering the level of stress, hyperactivity and the level of developmental shortages.Each year 40 students will be selected from each of the school. Together 480 students within twoyears of the project. Students 12-13 year-olds with the deficit of nature syndrome:• Children from families, where ambitious parents arrange lots of extra classes for their kids. Suchstudents do not have time for contact with nature.• Children coming from poor cultural backgrounds. Because of spending most of their time withmedia devices, they don’t feel the need for contact with nature.• Children in danger of computer or smartphone addiction or the ones already addicted.The project will also embrace children with various disabilities whose contact with nature is hindereddue to their physical dysfunctions.The project will also embrace teachers. They will have the possibility to participate in internationaltraining sessionsas well as to participate in local activities: workshops, trainings and so on. They willenhance their competence and expand their workroom through the acquisition of knowledgeembracing elements of upbringing preparing for living close to nature.We have planned various actions whose purposes are: getting to know the nature and establishing apositive, direct and emotional contact with it, i.e.:• trips• hare and hounds in an attractive area• setting up green gardens on the window sills• competitions• educational games• designing guides• camping with hare and hound games• meeting interesting naturalists• projects• workshops• art exhibitions• making albums• multimedia presentations• international meetingsThe following results shall be achieved:Immaterial ones:Pupils will:1-learn the joy of free fun close to nature, 2-know the local flora and fauna and their role in cultureand economy, 3-learn the methods of observation of the world of nature, 4 - become more sensitiveto the beauty of nature, 5- get the courage to know the nature, 6- learn about the European ways ofnature preservation, 7-know the natural legacy of one's country and Europe and its connection withcultural legacy, 8- spend more time close to nature.Teachers will:1-make field lessons, 2-assist students with building their positive relations with nature, 3-learn touse nature for therapeutic purposes, 4-find out about institutions re-building people’s relation withnature 5- spend more time with students close to nature.Schools will:1-enhance educational spaces by introducing plants, 2-set up school gardens, 3- set a file of lessonplans on nature and positive relations with it, 4 - establish a steady cooperation with EU schools, 5 -include into their teaching programmes the methods of field work in order to build a positive contactwith nature.Material ones:Workshops scripts and teaching gamesCalendar with photographs of birdsPot gardensGuides on pot plantingAlbums from trips showing the beauty of natureMultimedia presentation ""Forest in winter""""Wild animals"" exhibitionsSchool gardensGuides on polisensoric experiencing plants and their practical exploitation.Evaluation shall be made on every stage of the project. First, the ex-ante evaluation (a questionnaireform examining the starting-point situation), next- an on-going evaluation (observation and interview).The results achieved as well as the quality of local actions and international meetings shall bemonitored systematically and appropriate recommendations shall be formulated.Initiatives drawn up in the project will be continued.Partner schools will be exchanging the teaching materials gathered along the project via e-mail.International school bases of teaching materials will be founded.Planned activities (innovations) will enter the curricula of the project schools, including ""Aves of thefaun"" and ""Synergy with nature"" programmes. All action will be presented on school websites. Thecollected materials together with teaching aids will enrich school programmes of all the projectpartners."

"When we analyze the phenomenon of unemployment of the young and the phenomenon of early school leaving three paradoxes are revealed:1.Among young people in Europe, we see high unemployment, but at the same time in certain professions there are still shortages of workers2.It is clear that education provides more competitiveness in the labor market and at the same time maintains the phenomenon of early school leaving3.Young people often duplicate negative family patterns of lifestyle and career, even though they have a theoretical knowledge of how they can overcome these negative patternsThe above-described three problems that teachers and educators have and that we can describe by the needs of:1.showing perspective career paths 2.awakening in them the motivation to continue the educational path towards ensuring the highest possible chances of future employment or self-employment3.raising self-esteem of the young and showing them positive patterns of professional careerThe main objectives of the project were:1.early support for students potentially at risk of unemployment, after completing school education2.early support for students at risk of early school leavingThe project was aimed at students who were classified to groups at risk of early school leaving and/ or of unemployment. They were students in the age of 14-16 from families with low economic status, families affected or threatened by unemployment, including youth with disabilities.252 students took part in the project (36 from each school)The 1-st year of the project included:workshops on labor markets, the strengths of the students, visits to local places of work, interviews with employers and employees. There were also two short-term students exchangesThe 2-nd year:workshops on labor markets, the strengths of the students, interviews with representatives of the professions of the future, interviews with immigrants, presentations on the subject of national labor markets. There were also three short-term students exchangesThe 3-rd year:workshops on labor markets, the strengths of the students, visits to places of creative, innovative entrepreneurship, projects “My innovative business” and “Maps of work” of own region and country. There were also two short-term students exchangesStudents were introduced to local, regional, national and European labor market, they l got to know their strong points and occupational predispositions, they acquired the ability of self-presentation, their self-esteem will increase, they became more creative, the level of language proficiency and IT increased. Teachers got to know in detail the regional, national and European labor market, learnt how to plan and carry out workshops on the labor market and on identifying by the students their strong points. Institutions involved in the project:1. started early identification of students at risk of early school leaving and unemployment2. added working methods for the early support of students at risk of early school leaving and unemployment in their programs.The material results which were developed by the project:1. Scenarios of classes/workshops and methodological materials for teachers on: labor markets, getting to know by the students their strong points and their occupational predispositions, entrepreneurship, career paths, job mobility, the European labor market2. Short documentary films: interviews with employers and employees3. Records of the interviews with representatives of the ""jobs of tomorrow""4. Short documentary films: interviews with immigrants5. Multimedia presentations on the subject of national labor markets6. Student’s projects on the subject of “My innovative business” and “Maps of work” of own region and country, “Maps of jobs in Europe”, “Occupations of the future”After the project is completed we have ready-developed methodological tools to carry out workshops with the wide-understood professional orientation (e.g. scenarios on labor markets, getting to know by the students their strong points and their occupational predispositions). Organizations participating in the project after the end of the project maintain identification of students at risk of early school leaving and of unemployment. They also have the methodological tools to carry out workshops on the professional orientation. They are able to direct their students to choose the right school and the future profession."

"The benefits of reading are enormous, so those children and youngsters who do not read are in many ways worse off than their peers. We can say they know, understand and feel less than readers, they are also less creative and even tend to be in a worse mental condition than their reading peers. It is the influence of the environment, that is decisive for the development of their reading practices. Schools in their usual pro-reading activities, fail to assist students in overcoming the barriers that young people from the ""non-reading"" environments encounter. Thus, our project's objective is to change this situation. The main goal is to increase the motivation of students to read literature. We will achieve this by showing the attractiveness of reading and the personal benefits it brings.The main result will be an increase in the amount of the books students read: it will increase by at least 50% each year, not counting the set books, compared to the 12 months preceding the project. The long-term result will be a steady increase in the number of books read. The next result will be a comprehensive and conscious development of the project participants as individuals.We will also develop material results: films, reviews, artwork, albums, didactic games and new reading spaces.Various forms of project work are planned, depending on the specific goal which is to be achieved by the performance of a given activity.The participants will learn to read for pleasure. This will be achieved through students' involvement in creative reading clubs, a bookcrossing action and participation in a fantasy convention.The participants will develop: expand their imagination and creativity through planned artistic activities, e.g. competition for the project's logo, bookcrossing projects, designing comic books, creating didactic games, meeting interesting people (writers, folk artists), participating in LARP.They will learn to relax with a book by listening to books being read to them and by reading with their peers in the reading club.They will expand their knowledge of the world.They will become more critical in their perception of literary and informational content, they will understand others better, they will become more empathic, tolerant and open-minded. In addition, project participants will acquire greater communication skills (also in English), including better use of their native language and will increase their emotional well-being. Thanks to local and international activities, they will enter a peer community where reading is socially rewarded and will become aware that reading can bring personal benefits.Teachers will acquire sufficient knowledge and skills to effectively motivate their students to read books. Parents will understand their role in introducing their children to the reading process.During the project work, we will use the School Education Gateway and the Erasmus+ Project Result Platform, as well as the eTwinning platform, which will become a space for our contact, cooperation, exchanging ideas and popularisation.The project will involve 480 pupils aged 12-14, half of whom will constitute less privileged students (taking into account their social, economic and learning difficulties).The partnership involves 6 schools from countries with different readership rates among children, teenagers and adults. The schools come from different environments, ranging from big cities to medium-sized towns, small towns and rural areas. The approach of their school systems to the list of set books is also different, ranging from a very rigid one, where both the titles and the number of books are strictly defined to a flexible one, giving teachers great freedom to choose the book titles and their number. We hope that such a diverse partnership will result in an interesting project and will bring lasting results.Within the project, all schools will carry out similar activities and tasks. Some of them will be performed in international teams. 18 local activities and 6 international meetings (including 2 teacher trainings) are planned.In order to monitor and evaluate the course of the project and its results, a system of information collection and evaluation will be developed. The tools for gathering information include surveys, interviews, statistics and observation. International meetings will also be evaluated.The project will be continuously promoted and disseminated and will reach a wide range of students and teachers of the partnership schools as well as local communities and their librarians. Participation in the project will contribute to the individual development of project participants and improve the quality of work of partner schools and their educational space. Some of the activities implemented in the course of the project will enter into the work of the partnership schools as elements of school educational and subject programmes and as pedagogical innovations."