During the month of June, a study was carried out to assess the impacts that the project had on the educational communities of the five participating schools. This study was based on questionnaires given to students, parents and teachers from the five schools. The results were very good!  

Each partner school had an Internal Self-Assessment Team responsible for evaluating the results after the LTTA was carried out at their school. At the end of the five LTTAs, the Romanian team had the responsibility, in cooperation with the other schools, of collecting the information provided by the Internal Evaluation Teams of each school, with a view to preparing a final report with the main conclusions regarding the achievement of the objectives proposed at the beginning of the project.

This final evaluation was based on four different methods:

1. Carrying out a study in each school, by completing student observation checklists to measure the impacts that the project had on their behavior and attitudes in terms of collaborative work, autonomy and expressive abilities. All partners filled out this form for each student who participated directly in the project, both for those who went on mobility abroad, as well as for those who participated in the monthly activities or in the LTTA activity as hosts. The results were quite satisfactory. According to the teachers' perception, the students improved in three years of the project in the following skills: cultural (75,9%), interpersonal and social (70,4%), linguistic (68,5%).

There was also a questionnaire for students to give their opinion about the activities carried out in the LTTAs. A satisfaction survey was also implemented, aimed at the parents of the students involved, to assess their opinions on the activities, as well as their attitudes towards the school. The results were very positive.

249 students were asked about the impact that the project had on improving their skills. The results show that there was a considerable number of students (87,6%) who consider that the project had a very significant contribution (levels 4 and 5, on a Likert scale of 1 to 5) in the development of their skills, with emphasis on cultural skills (83,6%), reinforcement of English (79,5%) and social skills (79,1%). The skills with the highest number of responses were: communication, responsibility, cooperation, self-confidence, autonomy and expression. About 79% of students consider that the project has contributed to improving their levels of motivation. More than 90% of those interviewed indicated that they wanted their school to continue developing Erasmus projects.

Regarding the questionnaires made to parents, almost 60% of a total of 127 who responded to the survey had their child participating in an Erasmus project. Approximately 95% of parents indicated that their students' social, cultural and English skills were improved through this Erasmus project. Approximately 90% of parents stated that their children's English listening and listening skills improved. Communication and responsibility skills were considered by parents as beneficial to their children's progress, followed by self-confidence, cooperation, autonomy and expression. A large number of parents consider that this project has contributed to increase the motivation of the youngest (85%) as well as to strengthen the Family-School connection (90%). For 98,4% of them it will be very important that schools continue to participate in Erasmus projects.

In the LTTA-staff, an assessment was also made of the teachers' satisfaction level through a questionnaire that measured the pertinence and effectiveness of the new shared methods, as well as their degree of applicability in professional terms. 97 teachers who participated directly or indirectly in the project were surveyed. All expressed satisfaction at having participated in the project activities and consider the project a success. Teachers were able to see significant improvements in terms of communication (98,9%), cultural reinforcement (98,9%) and socialization (96,9%) of students. Also, the student-school and teacher-parent connection was improved with this project. The teachers praised the very positive cooperation with the families, in order not only to support their children, but also to better understand the need to cooperate with school activities.

At the end of the five LTTAs, each school presented its results in an online meeting for the three types of questionnaires carried out and for the students' observation sheets, resulting in a final evaluation of the project coordinated by the Romanian school. The results show that the project was important in motivating students to engage in activities that go far beyond the curricula of the subjects, as it was possible to verify (both from the studies carried out and from the evidence of the activities carried out) that the students reinforced their cultural skills, interpersonal, artistic and communication.

2. Analysis of the level of innovation incorporated in the pedagogical practices of each school. For this analysis, a small statistical study was carried out in the partner schools, also under the responsibility of the Romanian school, which evaluated the degree of implementation of the shared strategies, both in the LTTAs-staff, related to Non-Formal Education and Inclusion, and in the LTTAs- students, in terms of dynamic pedagogical activities related to the arts, sports, expressions and the environment. The results show that in the five schools there was a significant increase (around 50%) in the number of teachers who began to apply non-formal pedagogical strategies more assiduously, encouraging cooperative learning among students.

3. Interviews carried out with participants at the end of each LTTA to assess their real involvement in the project and the impact that the experiences they had had on their attitudes and behaviors. The results indicate that everyone benefited, both personally and professionally, from the experiences lived in the streamlined LTTAs, both in training and when accompanying students in the student LTTAs.

4. When submitting the application, the objective would also be to analyze the results achieved by students between the 2019/2020 school year and the 2021/2022 school year, in order to understand the evolution registered in terms of academic success. However, due to the current pandemic situation, we consider that it does not make sense to consider the results obtained at this stage, as the confinement did not allow us to conclude what influence the project had on the evolution of the final classification of students in the various subjects. Thus, priority was given to the analysis of checklists and questionnaires given to students, teachers and parents.

In summary, the studies carried out at the end of the 5 LTTAs allowed us to conclude that there was a substantial improvement in the social, cultural and linguistic skills of both students and teachers.

It was also possible to verify that the dissemination of the project had a reach far beyond what was expected, given the high number of visits that the website and the Facebook and Instagram pages had.

Questionnaire made to 249 students

Questionnaire made to 127 parents

Questionnaire made to 97 teachers