The topic of this project was decided based on the need that each partner school faced, whether it was an inclusion based on ethnic minority, linguistic minority or other forms. We aimed to provide an information package and tool to deal with challenges in social inclusion and suggest ways that this process can be done and that showed to be quite effective. The project has proved this mission to be successful.All partners of this project participated with being aware and agreeing to fulfil the project’s mission to “spread knowledge and best practices about social inclusion and to create a platform on which our students could work on the subject and uncover some best practices that could be eventually transferred into classrooms and communities”. Each partner proposed a form of inclusion that was in a way new, and in accordance with the needs and possibilities of each partner to apply maximum of their resources, skills and competences forming the most possible knowledge pool to share with other partners.The main way we educated and shared our skills were LTTs – we organized 5 of them, one was a virtual one due to the Covid-19 pandemic limiting us on our travel. We also had to deal with a loss of one of the original partners due to the overlap in their planning schedule – The Czech partner left the project at the very beginning. Also, for the reason of Covid-19 we had to apply for extension of the project period - originally a 2 years lasting project received an extension which we hoped would help us to make the travel for the last LTT possible. Unfortunately, this has not happened and we organized the last LTT in a form of virtual mobility.During the planning process of this project each partner identified one approach to social inclusion to be used as the main topic for their LTT. These were:- Using national languages as means to break down barriers, increase tolerance and understanding and learn about other cultures (Germany)- Innovative teaching methods to motivate those at risk of early school leaving, ethnic minorities and academically challenged (Czech Republic)- The promotion of various activities destined to create a common ground for intergenerational and intercultural learning (Portugal)- The use of animals and how they can bring these new members together through activities (Finland)- Using a hands-on approach to create learning environments based around the production of crops and the cooking of food as means to increase the opportunity of social inclusion (Denmark)Due to the fact the Czech partner has dropped out, we have decided to cover their topic as part of the Virtual mobility in a form of guest speakers from various NGOs that support inclusion at school level, inclusion of people that fell to the bottom of the societal hierarchy and inclusion of ethnical minorities, namely Roma minorities in Slovakia – the speaker on this topic was a researcher from Slovak Academy of Sciences.As part of each LTT students prepared surveys distributed in their local community to reflect the overall attitude (or knowledge of) for each of the topics (the virtual mobility had this survey part excluded) and to be used later during the LTT as a data set to analyze and offer an insight into the community where the students come from. This served as an interesting comparative tool at a European level and formed a stable structure basis for further discussion.Each LTT (including the virtual one) offered at least two workshops that served as an educational method for sharing the best practices on each of the LTT’s topics and as an educational platform for all participants. The guest speakers of the hosts prepared an informative agenda that expanded on the knowledge that the participants brought with them to this discussion forum. High importance was given to the transferability of these skills and knowledge to the classrooms in all participating schools and beyond that – to the communities. The newly gained information formed a gallery of approaches that social inclusion can take and served as a model to show the means every individual and/or community can take to ensure that there will be no member of the community left behind (ideally).To make sure that all these innovative approaches to inclusion can be shared with a wider audience than our participants community, we created a tangible result to this project – the Social Inclusion Handbook. We created it in the form of a downloadable e-book that can be found on our project dedicated social media and web page and can be easily shared with anyone interested. It will serve as a helpful tool to any classroom or outside-of-school activity and can be used by anyone free of charge and with encouragement. It clearly states that it is a product of a project financed by the EU and the Erasmus+ programme.

"The project ""Our Earth,our home"" is the result of the needs analysis carried out at the level of the 6 schools concerned, in strict relation with the directives of the document Europe 2020: New Cross College,Dublin,Ireland, Obchodniakademie a Jazykovaskola s pravemstatnizkousky, Písek, Czech Republic, ISTITUTO ISTRUZIONE SUPERIORE ORSO MARIO CORBINO,Partinico,Italy, XIV Liceum Ogólnokształcące w Poznaniu, Poznań,Poland, ""Regina Maria"" Dorohoi, ROMANIA, Denizli Lisesi, TURKEY. Our project aims to develop the personal potential of 240 students through environmental related activities, for a better integration in a heterogeneous society. The horizontal priorities are the Environmental and climate goals,Social and Educational Value of the Cultural Heritage and Social Inclusion. The project aims to form awareness of the importance of caring for our planet and to develop a sense of belonging to a common culture for 240 students, 6 schools, for 2 years, to promote the European cultural heritage, inclusion of disadvantaged groups, developing social skills, working in multicultural teams, using the care for our Earth as a link, promoting English, developing the European dimension of schools, strengthening skills. The project is aimed at 240 pupils aged 14 to 18 with integration problems, from disadvantaged social and economic backgrounds, at risk of social exclusion. We offer 6 Learning Activities for young people, in order to share the needs and solutions at once, to share the elements of heritage, to enrich themselves intellectually and emotionally.The project assumes a lot of various actions aiming at the fulfilling of the realization of purposes and at achieving the planned results: international meetings which are useful to the management of the project, the activities for learning and teaching, local actions connected with the project, popularizing its results and designing, monitoring, evaluating and reporting actions. They will use ICT tools and the knowledge of the natural sciences and technical skills. All the teaching and training activities will be in English language, and they will be done in international groups, so that our students can practise the language, improve their level and cooperate and collaborate with their partners, being aware of a social, linguistic and cultural diversity.The results of the project will contain material results and abilities and personal achievements gained by the organizers of the project and its participants (e.g. the increase in basic skills and new competences of the students, their faith in their abilities and motivation for action to protect the environment). The local communities will integrate into their climate change policy the projects activities associated with alternative energy sources . By publishing the results in Internet and cooperation with various media and institutions will increase the interest of the international community in the theme of the project.We organize 12 evaluation activities to observe the respect of the calendar, the level of achievement of the objectives, the results obtained, the level of satisfaction of the beneficiaries. In March and June each school completes evaluation sheets and interim reports. We are going to organize 15 dissemination activities of the project, for different moments of the development, target audiences and objectives.The expected results are: 240 students from 6 European schools know and promote the elements of the national and European cultural heritage, 240 students gain environmental education that they will share with their peers, 100% of the students of each partner school have access to the instruments research and personal development, at least 30 students from disadvantaged backgrounds participate in the activities of the European project, they demonstrate social skills and work in multicultural teams, the rise of interest in English , seen as language access to culture and civilization, to human relations, to the promotion of principles such as equality, tolerance, intercultural respect. We are going to create the project on Etwinning, the project blog, evaluation sheets, the Project Journal the final product -the book Our Earth,Our Home.The impact of the project affects students, schools, teachers, local and regional communities, parents of students. Students develop their personal potential using universal forms of communication that transmit moral and educational values. They ensure social inclusion in a booming society, where art, a strong and well-built personality, sensitivity towards others, the knowledge of similarities and differences and their richness, the European consciousness are unique and truly precious instruments for us."

In this time of loss of values, great difficulties and financial uncertainty, young people needed help and a guidance for their future life. Everybody dreams a successful career and school education has a fundamental role in giving our students the right knowledge and skills to enter the labor market. Cyprus, Italy, Poland,Portugal and Czech Republic joined together in order to provide our students, aged 14-19, with career guidelines and an entrepreneurial education in a European dimension. Each school had 4-7 pupils, directly participated in each mobility plus a large team of students and teachers beyond that who helped to prepare the tasks ( PPt presentations, videos, etc.) for the 5 LTTAs as well as the subsequent distribution of the learning outcomes. We especially emphasized on the mobilities of those pupils who, faced financial difficulties and have never had a chance to go abroad. The project aimed to: give our students a guidance to explore job opportunities in Europe and how to apply for a job, given them an entrepreneurship education that can provide them with the knowledge and skills for an entrepreneurial success in order to turn ideas into actions and gave them the opportunity of creating a job, inspire them to be more self confidence, in order to get the jobs they really want to pursue in their life, improved their English language skills and their ITCs build and develop the 21st century skills: critical thinking, problem solving, research practices, creativity, imagination, innovation, planning, initiative, leadership, teamwork. In order to achieve these goals, a training program on career guidance and entrepreneurship held by international experts and was fulfilled during the 5 LTTAs. Our focus was on lectures, workshops, company visits and meetings with entrepreneurs. The methods chosen aimed at transferring knowledge, inspiration, and motivation, in fact all the activities were focused on pupils, enabling them to explore new ideas and put them to good use, to be innovate and creative. Learning by doing will be predominant as the interaction and communication between pupils and teachers, experts and entrepreneurs from 5 different countries of the EU play a very important role. They worked in international teams and were encouraged to widely use ITC through web searches, used of softawares, applications, etc. All those practiced and used fostered their social, language and technological competences and prepared them as much as possible for their future career. The results we tried to achieved and to produce were: an international e-guide for entrepreneurship that could help trainers and users in what to know and learn in the process of how setting up a national/international business. - a glossary was created to include of technical business words and five national business plans and a sample of an international company -e-diary a detailed documentation of the project L/T/TA with video and photo for the website.- Attending the training program and working on the preparation of the above outputs, students gained a deep insight into occupational opportunity and were acquired with the abilities to start companies. This provided our students instill trust and added a positive impact on their attitude towards their future lives. The e-guide will be a very useful resource tool for the future dissemination, as it can be integrated in the curriculum of the schools. This ensures that the European entrepreneurial spirit will be passed on to future pupil-generations in the subsequent years. All the material produced will be available on the project website, pictures and comments about the project will be posted on Facebook and Instagram and the results will also be published on E-twinning and on the Erasmus+ Platform. The project will be also advertised through leaflets/ brochures and some paper copies of the e-guide that will be distributed to schools, universities, companies and associations for the dissemination.

The “CVTube – curriculum video” project aims at giving an answer to the urgent need to tackle youth unemployment. The goal is to develop an interactive online platform for young people to directly link them to potential employers. The CVTube platform enables young people to create videos for self-presentation that is linked to their digitalized CVs. Young people are more likely to convince potential employers with their personality rather than with written CVs, as they often cannot yet show a long impressive biography list. The platform counteract this disadvantage by opening up a way of addressing employers in a more direct and individual way that emphasizes the impact of charisma and personality. This raise young people’s chances of making an impression on the employer and therefore increase their prospects of being hired. The CVTube project is focused on the development of a new tool meant to facilitate the matching of job demand and offer for students. The consortium involved 7 organisations from different fields that fulfil these requirements and complement one another.P1 (CZ) EuroProfis: The coordinator was the initiator of the project idea. P1 took lead of overall PM as well as the CVTube online platform (O3). It supported the partners in carrying out the pilot tests and implement their feedback in the CVTube products. ICT EXPERT/PROGRAMMER: P2 (PT) EDIT VALUE: It has expertise in programming multifunctional online platforms and in creating interactive teaching tools (smart shows and CVTube tutorials). P2 lead O2 (Online Tutorials and smart shows for video creation) and worked closely on the development of CVTube online Platform in O3. SCIENTIFIC EXPERT: P3 (DE) IAT - Institut Arbeit und Technik, Westfälische Hochschule Gelsenkirchen: Scientific backing of the project activities is crucial if a project strives for high-quality standards. This could be provided and guaranteed by involving a scientific institution like a university. P3 was mainly responsible for creating the labour market analysis and target group related requirements engineering (O1). This partner also participate in the pilot testing. P4 (SP) ANCED - ANCED plays a major role in managing training addressed at companies, sector Business Organizations, Professional Associations and other Institutions; so far it has provided more than 4.600 courses to thousands of students nationwide. Established in 1977, ANCED’s primary aim is to represent, empower and protect the interest of its more than 80 associated members, which altogether sum up to 900 education centers and 51.300 employees (teachers, administration staff, advisers, etc.) It lead the IO4 and dissemination activity due to their closeness to the target group.PARTNERS FOR CONTACT WITH YOUNG PEOPLE: Those partners pilot tested the tutorials, create video CVs, train their teachers for assisting their pupils with establishing a video CV and give feedback to improve CVTube products.P3 (DE) IAT - Institut Arbeit und Technik, Westfälische Hochschule Gelsenkirchen – text aboveP5 (CZ) OA Písek: VET school with about 240 students and 21 teachers. Specialisation in training students in subjects of accounting, economy, languages and IT technology. P6 (SP) The Chamber of Commerce of Badajoz: The Chamber has among its main objectives to help improving the employability of young unemployed people in its region since the youth unemployment rate has surpassed 50. The Chamber develops programmes and job placement services that need to be complemented and enhanced through new tools like CVTube. P7 (PT) – University of Minho – about 19 500 students and 1300 teachers. At present, the University is renowned for its competence and quality of teaching staff, excellence in scientific research, wide range of undergraduate and graduate courses offered and for its high level of interaction with other institutions. Core outcome of CVTube:• O1 Labour market analysis and requirements engineering• O2 Online Tutorials & Example Videos• O3 CVTube Online Platform• O4 Instruction and training manual CVTube developed, pilot tested and implement innovative practices related to new job-application version, learning materials for video-CV creation and tools. Tutorials and the application platform meet European standards, correspond to specific needs of the target groups and all intellectual outputs are open accessible via the project website and the CVTube application platform.In accordance with the Erasmus+ programme, CVTube contribute to:• Strengthen links between the VET area and the labour market• Promote young people’s social inclusion and well-being by tackling the issue of youth unemployment• Developing tools aimed at combating social exclusion• Strategic networking and cooperation with organisations in education and training fields and in the job market• Strategic cooperation with local and regional public authorities.

The CUVID (Curriculum Video) project was initiated to tackle youth unemployment with an innovative application platform based on videos for young people to directly link them to potential employers. After completion of the project it is clear that CUVID went far beyond the project goals. The CUVID platform not only offers a new way of application management by emphasizing the impact of charisma and personality but it also hits the nail on its head regarding alternative ways of applications in the world of digitalization. The project team developed a state of the art tool that aims at combating social exclusion by offering a new approach of self-presentation.bit Schulungscenter P1 (AT) acting as coordinator was the initiator of the project idea. It has extensive experience in the field of educating young adults in employment measures and different VET professions. bit schulungscenter is also the driving institution in the progression of the CUVID platform after the project-end. Future Balloons P2 (PT) was our ICT Expert. In order to provide a user-friendly and multi-functional interactive web-platform we cooperated with an expert for platform and online teaching material development. It turned out that P2 (PT) suited best for our expectations to fulfil the tasks for CUVID. This SME brought in the right ICT skills. The university of Osijek, P3 (HR) (Scientific Expert) turned out to be a great partner choice as they are having a profound scientific background for project activities which was crucial to our high-quality standards. P3 (HR) was the Faculty of Economics (EFOS) of the University of Osijek and it is not only a scientific institution with an excellent reputation, but with special knowhow on special needs of young citizens and employability measures. Having vet schools (LBS Bad Gleichenberg - P4(AT) and OA Pisek-P5(CZ)) on board was also an extremely important fact when it came to the pilot tests with tutorials, video CV creation, and also platform testing. Furthermore the young vet students were trained as first users and multipliers of the CUVID products and platform and were disseminating the project results in their own national and transnational networks in and beyond the official CUVID dissemination and multiplier activities. 15 people were involved in the expert interviews carried out at the beginning of the project. 60 VET Students were participating in the Action Research Seminars, 20 from each AT, HR and CZ. The CUVID platform pilot testing counted 25 participants (young people, HR representatives). 30 VET teachers did not only take part in the pilot testing of the trainer manual but they act also as first ambassadors on the trainer level. International roadshows were implemented in the four partner countries and reached 430 people with direct contact. The CUVID project ended with an impressive 2-day final conference with more than 100 international students (AT, SI, HR) in Bad Gleichenberg.After a profound preparation phase the scientific basis for the project was built in IO1 via qualitative expert interviews. With the analysis of the conducted interviews the project team identified the requirements for a state of the art video platform. With the information gained in IO1 we involved our main target group into the project by conducting action research workshops in order to find out ideas of how young people would present themselves in applications. Based on these insights we developed multimedia tutorials which help young people even with no multimedia background to set up their own CV videos. In the next phase of the project (IO3) the platform itself was developed. Soon it turned out that the development and implementation of a completely new software tool will take more time than calculated. After several internal and external feedback rounds the platform was launched and ready for usage and open for potential job seekers and employers. In the last contextual phase (IO4) of the project the training manual for trainers was produced. This toolkit assists trainers and teachers when they are working with young vet students to create their own CV videos. The CUVID project brought up not only an innovative, ready-to-market application platform but it will serve as the number one alternative application tool for young vet students and beyond that for all job seekers in Europe.