-Project Exploring Cultural Heritage for Entrepreneurial Development was a School Exchange Partnership which started on 1st October 2018 and lasted 24 months. The partnership was formed via eTwinning and consisted of five secondary schools: coordinator from Poland and partners from Turkey, Italy, Portugal and Spain. -Project priorities were promoting entrepreneurship education and raising awareness of the importance of Europe’s cultural heritage through education. There were four main project objectives defined: I. Development of schools as organizations and increase in their abilities to work in international projects We want our institutions to create and develop European networks, work in cross-border projects, share and confront ideas and practices. II. Undertaking a mobility project We want our institutions to promote the values of inclusion, tolerance, language learning, linguistic diversity and multiculturalism. III. Promoting initiative and entrepreneurship education Project activities are based on Business Studies methodology to foster transnational initiative, entrepreneurial mind-sets and skills. IV. Raising awareness of the importance of Europe’s cultural heritage We want to raise awareness of social and educational value of European cultural heritage, its contribution to job creation, economic growth and promote intercultural approach to heritage. -Project participants varied in cultural and geopolitical background, approach towards heritage, motivation and learning capacities. In project there were included underprivileged participants with educational difficulties, economic obstacles, cultural differences and geographical obstacles. Participants with fewer opportunities were offered psychological, linguistic, cultural, economic and organizational support. All project participants included pupils, teachers and other school staff, pupils’ parents, local schools and authorities, business people operating in tourism. Project activities To raise awareness of cultural heritage pupils completed introductory tasks (a video pool research on cultural heritage, seminar classes on the changes in the attitude to heritage protection in the past, animated video presenting factors that influenced cultural heritage in the country in the past, data mining on tourism). Before each mobility, pupils brainstormed ideas for presentation and case study and host pupils were involved in field trip arrangements. Pupils took part in five short-term exchanges in partner schools where mobility activities were held under one main theme (debate on cultural heritage issues, designing enterprise, workshops, field trips). The entrepreneurship techniques applied in the field trip activities included: brain-storming ideas, SWOT analyses, elements of feasibility study including technical, strategic and market analyses, elements of business plan etc. Project outcomes: -a more dynamic, committed and professional environment inside involved schools, ready to integrate good practices into school activities, -successful cooperation of institutions and staff required by the assigned project tasks. -inclusion of participants with different difficulties, -enhanced awareness and intercultural understanding, -increased sense of initiative and entrepreneurship, -better understanding of interconnection between formal and non-formal learning. -enhanced intercultural and entrepreneurial approach to heritage. Long-term benefits -All partner schools develop as organizations and improve their professional environment, European dimension and readiness to integrate good practices in school activities. -There are also plans to continue using the results of the project in school activities. 1.The Business Studies curriculum will include a selection of techniques, ideas and content used during project activities. 2.Field trips organized by partner schools will include additional objective of assessing cultural heritage for business activity and job creation. 3.Pupils’ participation at least once a year in events such as tourist fair or entrepreneurship week, if the conditions permit this. 4.Pupils’ participation at least once a year in a visit to local enterprise and meeting with businessmen. 5. Partner schools will hold annual competition in which secondary school pupils will create enterprise projects based on national and international cultural heritage.

The aim of this project is building a solid European network of schools that prioritize students’ personal development over test-based results. In order to that, we have identified a clear axis, around which the whole education process spins: motivation. If we manage to motivate our students we will be able to solve many of the problems of modern education: we will lower school absenteeism and early dropout, we will obtain a higher level of participation in the classroom and we will able to build a new teaching model, by putting the trainees back at the very centre of the education process.In order to achieve that we are to deal with two major factors: curriculum (what to study) and methodology (how to study). Both can be largely improved by effective communication with students and by using the appropriate tools.In our experimental programme we are going to ask our students what is that awakens their interest and start a conversation upon that. Following the project-based learning approach, we aim to start each class with a question and end it with many. In a world in which most of the answers are provided by a web-based search engine, it is the question that stands as the critical factor in real learning. In a world that constantly seeks for the right solution for any problem, it’s the variety of possible effective ideas that plays a significant role.Along with a curriculum based on teacher-student collaboration, we have to focus our effort also on the most adequate methodology to face such a challenge. All our primary and secondary students are now Millennials, digital natives: their language, communication and social skills rely heavily on digital media. Implementing ICTs in the classrooms means speaking their language, represents an irreplaceable tool to foster their 21st century abilities: communication, collaboration, creativity and critical thinking. Funding this project means taking a relevant qualitative leap in teaching: it means redefining the teacher-student relationship, reinterpreting the trainees’ needs, reformulating the learning process guidelines by placing the students where they belong: at the very centre of their education.The planned six Learning Teaching Training Activities and international workshops throughout a two-year collaboration are expected to carry on the following activities:1.Erasmus Plus Club: a reference point for the students who are willing to join the project and take part in the mobilities. Its work will be scheduled on a weekly basis. 2.Project Blog: set up by each school community, will be the ”digital diary” of the scheduled activities, including the pictures taken during the Erasmus Plus Club sessions3.Open TwinSpace on eTwinning: the main communication channel among all students and teachers.4.Project website: one of the main outputs. It will contain all relevant achievements and results obtained by the participants. 5.Digital works and PDF print-outs of LTTs: digital magazines, presentations, posters, websites, movies, bulletins. 6.Interviews and online questionnairies: to get to know the different cultures, habits and way of living in the countries involved in the project.7.Interviews and movies about partners' culture: one of the many steps in which students’ voice will have a main role when it comes to select the subject and design the activities.8.E – DIARY: students memories about meetings abroad, to be shown on the project website and on TwinsSpace.9.Evaluation questionnaires and reports: coordinators' works, but also the students will ask each other their opinion on the project and how it may be improved.10.European Day: set up annually and coordinated at each partner school School, under the supervision of the local coordinator.In all, the greatest motivational factor is the opportunity to meet the colleagues from abroad face to face, learn from different cultures, practice English as an essential communication tool, compare ideas coming from different social and cultural backgrounds and realize what it means to be a EU citizen. For most of the students involved that will also mean travelling abroad or by plane for the first time in their lives.The appropriate use of technology will foster cooperation, communication, critical thinking and creativity, thanks to the Web 2.0 tools mentioned in the previous form field and that include social networks, virtual environment, web design, blog design and graphic design. Furthermore, we will stimulate different types of intelligence during our sessions: interpersonal, visual, verbal, musical, logical, kinesthetic and emotional, following the guidelines proposed by the most modern pedagogical theories.We firmly intend to extend our multilateral partnership beyond the duration of this project and set up the basis for a long-term and solid collaboration among the six education centres involved.

The current project, coordinated by CIPFP La Costera and originated in a previous KA 2 project, has as its ultimate goal the promotion of the Erasmobility platform. Our main purpose is to help vocational training centers develop mobilities in the field of KA1 projects together with other European counterpart centers.The expected results at the end of the project are:1. At the computer level:- Adapt the platform to the different sensitivities of the member countries.- Adapt the platform to mobility consortia.- Include in the mobility students who are in danger of social exclusion.- Make improvements on the page so that it is accessible from mobile phones and tablets.2. Development of a user guide that helps centres face the initial challenges posed by exchanges.3. A comparative study of the different systems of professional training of the partners involved in the project.The need to reapply for a new project is justified by:1. Helping to increase the number of non-Spanish centres registered on the Platform. At the time of writing these lines, the project has 692 centers, of which 400 are Spanish. This means the platform is not understood outside Spain.2. 94.4% of the registered centers consider it basic to have someone to guide them in the search process since many of them are involved in the KA102 projects for the first time. It is therefore necessary to prepare a guide that serves as an orientation to the centers that start taking part in the exchange.3. And, finally, this project is a perfect tool to be able to deal with one of the problems that all the KA1 mobilities face, i.e. to be able to offer accommodation in families, which entails a true cultural integration.We have based the selection of project partners on the objectives to be met.Vocational training centers: The former partners of the KA202 project . Barthélémy Thimonnier High School, CollegesWales.and new Osterholz-Scharmbeck BBS centersScholengroep Brussel from Belgium, Colegiul Alexe Marin from Romania, IEK-AXIA from Greece.Companies: LINGOO is our support in the management of families.The project has a duration of 27 months and is structured in three phases:Phase A: December 2019 to November 2020: New sections and improvement of the Erasmobility Platform.Phase B: December 2020 to September 2021: Material and teaching resources to improve, enrich and facilitate mobility.Phase C: October 2021 to January 2022: Dissemination processAs for the modality of cooperation between the partners, the following way of work has been planned:Each partner must prepare a draft in which it will propose to the transnational meetings a series of personal ideas in a number of issues: improvements that the platform may need, creation of their own monitoring tools to assess the quality of the project, development of the planned teaching activities, support for the sustainability of the Erasmobility platformBased on these drafts, the partners, throughout the various transnational meetings, will develop a consensus document for the subsequent execution of each subject in the scheduled time.All the meetings and transnational activities have been distributed among all the members that make up the project.To be able to control that the planned activities have been fulfilled, a self-evaluation and follow-up plan has been arranged. This plan is structured on the basis of objectives, deadlines and people responsible for coordination and assessment.The main means of communication with the partners, apart from the six planned transnational meetings, will be:Through the Dropbox folder that has already been enabled.With a group of whats'app that we use for emergency situations.We do not rule out bilateral meetings between the coordinating partner and the other partners to discuss issues of cooperation in the field of dissemination and other key aspects.Before transnational meetings, telematic meetings will take place in order to ensure the coordination of all partnersThe main beneficiaries of this project are not only the participating institutions, but also the vocational training centers in the countries of the participating partners at a local, regional and national level.