Seven schools from seven different countries are participating the Project. The Spain is coordinating the Project.


The Croatian school is situated in Zagreb, the main cultural, political, and economical center, and the capital city of Croatia. Our school has a student body that mostly comprises of students from Croatia. Program is strongly focused on ICT but students are nevertheless exposed to learning about a variety of other subjects like history which is very important for this project. Read more.

Croatia, as one of the republics of former Yugoslavia has experienced many different periods: dictatorship, fall of communism, war for independence, and finally a period of a gradual growth into a fully democratic society and the acceptance into the European Union.

Even though Croatia is today firmly and determinately moving towards a more democratic system and a full EU membership, some leftovers and old habits from previous totalitarian-communist days are still visible in the Croatian society today. Among other things, corruption is presently one of the major problems in Croatia.

Many members of Croatian society still remember and have strong personal experiences with the totalitarian regimes of the past, communism, war for independence and its aftermath, and gradual and slow democratization of Croatian society and state. Their experiences are very valuable in the process of learning about our past.

Our students were not exposed to many experiences from our turbulent past. Most of them were born during the Croatian war for independence or in its aftermath. This project is a great opportunity for them to explore their own history and to learn from past experiences, and hopefully make Croatia and wider region better and more democratic place in the future.

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Kiviõli is a small town near the Russian border (7000 inhabitants), that also means "European Union border". In the Soviet times, it was a big industrial area, but now we are experiencing a big uneployment rate and sometimes people don't find any jobs here and they leave the area. ¼ of our students are from Russian families or mixed families, mainly of Russian nationality. In this area, Russians are the major ethnic group and Estonians are a minority. So – it's sometimes a problem for us, teachers, to integrate those students more in the Estonian school life. We have been through a school reform, which means the Russian gymnasium at town was closed and the students from a secondary level will be associated to our school. Read more.

This International project is a good way to integrate them better at school and will give us the opportunity to involve our students to cooperate through study.

During the Soviet times, Estonia as independent country lost sovereignity, some very painful events from past (WWII, deportation of people in 1949 to Siberia,singing revolution period) still making historical consciousness different for Russian and Estonian nationality groups. This project will let us see similar problems in different societies, learn from the past and find better understanding through European dimension. During the project, we will explore more about our region, compare events from past in Europe with our own historical processes and through this research get better understanding how different historical events could influence our everyday life and common work in this project let us integrate students in best way.

This project also improves ICT and Foreign Language skills, enlarges intercultural competence, develops common identities and different national groups of students. This is our third project and the success of the first two projects gives us spirit find new partners and participate again in common European program.

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The Gregor-Mendel-Gymnasium is a secondary school with children from very different social backgrounds. Pupils living in the town of Amberg but also pupils living in the county of Sulzbach-Rosenberg (very rural areas) attend our school. We have many pupils who come from disadvantaged areas. A participation of these pupils in the project would enlarge their cultural competence and even contribute to fight the beginnings of racism. Read more.

We hope to reach several aims. The pupils taking part in the project would enlarge their horizons. As the partner schools lie in different European countries, the intercultural competence of the pupils would be enlarged. This would lead to a deepening of the competences of tolerance and solidarity. Another aim would be the enrichment of our school life, the improvement of the relationship between the pupils participating in the project. On a general level, we hope to reach the following aims:
1. foreign language improvement ,
2. getting to know other schools in Europe,
3. enlargement of intercultural competence,
4. improvement of ICT skills.

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Our institution has existed since 2009. It is a merged institution that consists of three member schools: Vasvári Pál, Krúdy Gyula and Kőrösy József Secondary Schools.Our school called Vasvári Pál Secondary School of Economics is situated near the city centre of Szeged in the southern region of Hungary. See more.

Szeged is the third biggest city in Hungary and the cultural and scientific centre of south Hungary. Szeged can boast a lot of schools and the University of Szeged that had to "move" here from Kolozsvár after the World War in 1919.

Our school is 100 years old and has always been a commercial school for young people who wanted to meet the challenges of the time as a self-reliant traders and craftsmen. Although Szeged has many minorities, we don't find them in our school.

Most of our 500 students come from the rural areas near Szeged.

Since the academic year of 1992/93 we have introduced 5-year education, this special language training class focuses on languages and IT studies. Our school concentrates on general subjects and in the third and the fourth years we teach professional subjects as well. Our school has recently been modernized and whiteboards help students to develop their ICT skills.

History has played an important role in the life of our school. The school was moved to other locations several times. The school was nationalized in 1948 and became an Economic Technical School. In 1968 the school moved into its present building, 11. Gutenberg Street. Our school building is now situated next to the Szeged Synagogue. This area was designated as the Jewish ghetto during the German occupation. 8617 people were concentrated here and then in July of 1944 the trains left to Auschwitz and to other forced labour camps.

This is our first Comenius project. Our aims are to widen the horizons of students, strengthen their tolerance and intercultural competence, to improve their IT skills and to help our students understand their own cultures and history through understanding other cultures and the history of other countries.

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The Lithuanian school is situated in a small town of Gelvonai, Sirvintos district. It is a rural secondary school with 184 students from 5 to 19 years old. Mostly of our students are from surrounding villages and arrive to school by school bus. As we are in a rural region, there isn´t any industry, so most of our students' families have small farms that help them to provide the necessary food products. A lot of parents don´t have a state job, they earn little money and can´t afford to give their children a good further education. So school is the only place where students can be safe, get hot meals, have a good possibility of education and also a good opportunity to spend their free time. Our teachers try to do the best for them. Read more.

We try to make studies more interesting and attractive, motivate students by using a great variety of useful methods and techniques during the lessons. We also have some students with special needs whose teachers try to involve them in various activities and work individually with them. Our teachers are creative, helpful and active. They can share their experience with others and are open for useful pedagogical news.

Our school was founded in 1781, so it has a long history that changed the school and its structure according to the period of history. At first, all subjects at school were trained only in Russian language, after the recovery of Independence in 1918, the Lithuanian language was returned as a main language. During the Soviet period there weren't done any substantial changes but the soviet ideology was propagated widely during the lessons and other school events.

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Our school is located in a residential district of Warsaw, the capital city (almost 2.8 million inhabitants), 20 minutes from the city centre. The school is exactly 20 years old, and our district is one of the youngest in the city too. We don't have minority students in our school, very few students have got a different skin colour, so it is quite homogenic. But many of the students were born outside Warsaw and they came to live here with their parents for economic reasons. Read more.

The youngest district does not mean the most modern though: as it was created around the 1980s of the 20th century - when the Communist regime was already facing serious political and economical problems. In politics, the Soviet Union's domination was still powerful, but besides this, the unti-regime Solidarity movement was becoming more and more popular, even though it was underground. The most involved cities in the underground movement were Gdansk and Warsaw at that time. Economically, Poland was going through a crisis too: with empty shelves in the shops, people queuing everywhere, coruption and illegal trade thriving. Parts of our district are the remembrance of that difficult period: full of high tower grey blocks of flats built in poor quality. On the other hand, designed 40 years ago, the district has lots of greenery places and a lot more free space is left between the blocks, unlike in its numerous modern residential estates now, with really high prices for property.

The students' families still remember the communist regime and the difficult times when freedom was restricted, people were persecuted for political reasons, there was shortage of food and other necessities. Our district is still a good reminder of those times. We would like to study this recent history in our project, perhaps start with the years before or after the 2nd World War, when the Soviet Union domination started. This painful period in Polish history as well as the difficult transformation times still have a lot of influence upon the functioning of public life in our state as well as our everyday lives.

We'd like to explore it, find out why it still has so much influence and also examine the way or process that finally in 2005 brought Poland among the members of the EU.

We have no Comenius experience yet, we are all very much looking forward to this and are also in favour of visual communication as being a very effective teaching tool this day.

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The Spanish school is situated in Catalonia, an autonomous region in the North East of Spain, with a strong cultural identity and a language of its own in which most subjects are taught. Our school has suffered several transformations and currently gathers different minories, which include students from Argentina, Ecuador, Bolivia, Colombia, Brazil and the Dominican Republic. We are investing a great effort to provide students a European spirit by offering them international exchanges since 2009. Read more.

During Franco's dictatorship, from 1939 to 1975, more than 35 years have passed and the reality of the totalitarianism period is very far, but it remains still alive in the memories of their relatives and it is a good way to call the past back. Older members of their families might provide for the required information so that it can be conveyed to the rest of the students and foreign teams. We, as an educational institution, would like to offer them the chance to know some more about what happened from the end of the Spanish Civil war in 1939 until the restoration of the democracy in 1975.

This is the second Comenius project our school is participating. We do believe in the power of the visual communication, we have learnt a lot during the last two years, have bought semi-professional equipment and have resources that we need to improve in its use and we are willing to do that in this 2nd international project. Learning about their past in our region as well as in the rest of Spain and the rest of nationalities forming this project may help to improve one's identity and a better integration in the school and in our society.

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