"The project comes from the importance of reducing the environmental impact of the lifestyle of the European population, and from the desire to activate awareness in young people regarding the wealth of their own territory.The main purpose is to introduce them to the concepts of ""slow"" tourism and to actually put these principals into practice by visiting the territories of each partner. We also want to spread the outdoor culture, with the aim of triggering virtuous behavior regarding the use of one's free time.The students, after acquiring the necessary skills in video editing, will use technology as a tool to promote the above.In addition, they will actively work for the protection of the territory as they will check pathways condition and will report it through developing an app to map points that need maintenance.The project will directly involve 24 students aged between 16 and 19 from three secondary schools belonging to complementary backgrounds:-IIS ""Q.Sella"" of Biella, in Italy, located in an alpine province;-IES Belén of Malaga, Spain, located in a Mediterranean tourist area;-Bahcelievler Aydin Dogan MTAL of Istanbul, Turkey, in an urbanized context.The three partner schools offer technical and vocational training courses in the field of information technology and media.The first planned activities consist of preparatory courses. These will take place at the Biella school, and will be focused on the topics that will be addressed during the project:-the principles of sustainable development and of the impact of tourism;-video shooting and video editing;-coding of an app;-outdoor and sports experiences.In the following months, the schools will carry on the work simultaneously, with periodic online meetings. The provided activities will be: a detailed study of the philosophy and the practices of ""slow"" tourism, the creation of a logo, a peer-education on video editing.We also plan three exchanges, one per each partner school, designed to apply the knowledge and the skills acquired in the previous period. In practice, we will walk the territories of schools on foot, exploring them from a naturalistic, cultural, sporting and artistic point of view.During the excursions, information and digital material (video shooting, photographs) will be collected and, subsequently, will be processed to produce the digital outputs. The development of the beta version of the app will be carried out especially in the period between the exchanges. Finally, students will hold some public presentation events.After the theoretical training phase, a ""learning by doing"" methodology, aimed at the active participation of pupils, will be adopted. The students will put their digital knowledge into practice and will experience the principles of sustainable tourism firsthand. They will work in groups and peer-education will be encouraged. We will use eTwinnings to foster collaboration among partner schools.We intend to produce several outputs:-a research on sustainability and slow tourism;-a ""tourist guide for slow travelers"";-a series of ""logbook"" videos in which students can describe the experience and the visited places with a young perspective;-the report that highlights the critical points of the pathways, that can be delivered to local authorities;-the app’s beta version with the feature to report the problems encountered on the paths and to promote the maintenance interventions.Furthermore, we expect a strengthening in the theoretical and practical learning of all the issues involved in the project and a development of the key competences (communication, entrepreneurship, foreign languages, digital technologies, social and civic competences).Finally, we believe the project could produce the long-term follow-ups below:-The participants will be more informed on environmental matter and will be able to make more critical and aware future choices. We hope they will consider their territory as an integral part of a wider community, the Europe, and will be involved developing it.-Computer and digital skills will constitute an important technical background that can be used in the job market.-The app’s beta version can be implemented by each partner school and maybe used by the local authorities as a tool to support upkeep interventions.-The eTwinning use and the established contacts will help partner schools to be involved more and more effectively in the European and Erasmus+ context.-The collaboration started with local authorities is an opportunity to network and to offer support mutually.-The technological tools got for the project will be useful to going on teaching related subjects."

"Through the Europe 2020 strategy, the European Union plans to support young people better and to enable them to fully develop their talents to their own as well as to their economy's and society's benefit. The ideals, principles and values embedded in Europe's cultural heritage constitute a shared source of remembrance, understanding, identity, dialogue, cohesion and creativity for Europe. Cultural heritage plays a role in the European Union and the preamble to the Treaty on European Union (TEU) states.Cultural heritage is of great value to European society from a cultural, environmental, social and economic point of view.The contribution of cultural heritage in terms of value creation, skills and jobs, and quality of life is underestimated. The project partners have identify 5 main NEEDS: -To grow transversal intercultural and key competences essential for life and learning such as digital competences, critical thinking, teamwork and critical thinking, creativity, innovation, resilience.. .. using cultural heritage and IT -To find new resources for motivating and encouraging students to pursue learning in cultural heritage-related fields promoting inclusion and bringing girls in cultural heritage and IT subjects thus promoting gender equality in schools -To support teachers with effective, structured and curriculum-relevant teaching solutions for cultural heritage using IT -Better comprehension and knowledge of the most innovative and technical solutions available to be used for developing educational contents for motivating students and promoting personal fulfillment and development, social ininclusion, active citizenship- -To create a solid framework to internazionalize their activities and share good practices on Cultural heritage The AIM of 'Follow me"" project is is to enable students to understand cultural heritage using IT, encouraging them to develop transversal, intercultural and key competences such as critical thinking, teamwork and critical thinking, creativity, innovation, resilience... Using cultural heritage concepts in the school, students will grow their ideas promoting equality,personal fulfilment and development,social inclusion, active citizenship. The SPECIFIC OBJECTIVES of the Project will be: -To grow students’ transversal , intercultural and key competences such as as critical thinking, teamwork and critical thinking, creativity, innovation, resilience.... using cultural heritage and IT -To encourage equally both male and female students to pursue education and careers in cultural heritage and IT related fields, inspire them to become innovators, and enhance basic skills -To support teaching with effective, structured and curriculum-relevant teaching solutions for cultural heritage and IT to motivate students and promote personal fulfilment and development, social inclusion, active citizenship -To internationalize the activities of the participat schools and to have the opportunity of sharing good practices on Cultual heritage and IT The METHODOLOGY used during the development of the project will be open and collaborative and based on learning by doing. The project will be organised integrating the different project phases focusing on the creation of the project resultsand project coordination and support activities that will ensure the consistency, the innovative potential and the transferability of each of the results. The RESULTS will be: -Colection of videos and photos showing the cultural heritage either material, inmaterial, natural and digital in all the partner countries (Italy, Spain, Portugal and Croatia) -The project website -The organisation of the short-term transnational training activity for teachers, -The organization of the short-term transnational training activity on Material heritage and IT for students -The organization of the short-term transnational training activity on Material heritage and IT for students -The organization of the short-term transnational training activity on Material heritage and IT for students -Exhibitions of the photos to show the European Cultural heritage in each partner country at the end of the project -The sustainability of the project (cultural heritage club to organize new common exhibitions) All partners will participate to involve in the project: - teachers and directors of other schools - NGO - Local and Regional public authorities in charge of education and culture - Museums... to guarantee the impact, dissemination and sustainability of the project results"

"CONTEXTThrough the Europe 2020 strategy, the European Union plans to support young people better and to enable them to fully develop their talents to their own as well as to their economy's and society's benefit. One of the main obstacles to the full achievement of this ambitious objective is the persistent high rate of youngsters leaving school before having completed their compulsory learning pathway and before having achieved a certification that guarantee to them to be competitive within the job market.In the “Tackling early school leaving: A key contribution to the Europe 2020 Agenda” document a close connection between early school leaving and unemployment has been highlighted and declared “In 2009, 52% of early school leavers in the EU were unemployed or outside the labour market. Even when they are in work, they earn less, tend to be in more precarious jobs, and are more often dependent on social assistance. They participate less in lifelong learning and thus re-training. Their educational disadvantage can create a growing handicap for them.Teachers could enhance pupils’ motivation to learn and to stay at school through programming ROBOTS as teaching and learning tool for promoting students interest in STEM and active participation to school activities.TARGET GROUPThe target group of the project has been STEM teachers in secondary schools and secondary school students (aged 12 to 18) NEEDSThe project partners have identify 4 main NEEDS:-To grow critical thinking and creativity skills using STEM concepts in secondary schools students.-To find new resources for motivating and encouraging students to pursue learning in STEM-related fields promoting inclusion.-Support teachers with effective, structured and curriculum-relevant teaching solutions for science, technology, engineering and math (STEM). -Better comprehension and knowledge of the most innovative and technical solutions available to be used for developing educational contents for motivating students and prevent dropout and early school leaving.AIMThe AIM of SRS project has been to enable students to understand STEM challenging subjects, encourage them to develop critical thinking skills, grow their ideas, and make their own creations through playful learning experiences applying STEM concepts, promote inclusion and prevent early school leaving.ACTIVITIES-Web site and social media profile of the project-Learning community-""STEM based collection of Research Action tools"" and ""Teachers guide""-National workshops with teachers- Students trainings STUDENT TRAININGS International training-robot devices:building and programming National robot challenge International robots challenge: driving, dancing and avoiding obstacles.-International conference about ""mobile robot devices and STEM concepts"" in Portugal at the end of the project-Basis for International robots competition document. CONSORTIUMThe project has involvede 5 secondary schools in 5 different European countries. The partnership has been composed by public secondary schools some of them with experience on the development of EU projects and some of them with international experience.OUTCOMES-STEM based collection of Research Action tools: Learning STEM trough programming robots.The Research Action tools: Learning STEM through programming robots provides access to:• A collection of information sheets, direct sources (photos, videos, drawings etc. available in digital format) about how to build and program robots and how to use them in lessons. The materials has been oriented to arduino, electronics and programming.• Related small lessons aimed at identifying the connection between programming robots with school STEMs curricular activities and the related basic skills to be acquired-Teachers’ GuideThe guide for STEM teachers has been focused on the subject of innovative methods to enhance students’ motivation towards the study of STEM subjects and improve their basic skills in STEM using robotsThe guide is organized in 3 chapters:• Teaching scientific subjects using robots to motivate students in STEM area• Enhance students’ scientific basic skills through their active involvement in the learning process using robot like a tool• Effective use of robots and transnational cooperation to promote the STEM knowledge.-Basis for International robots competition document. IMPACT-1000 students -600 teachers-5 public authorities-400 stakeholders, 50 inspectors of education In total the results of the project has arrived to more than to 2000 persons.-Teachers, school directors of secondary schools .-NGO-Local and Regional public authorities in charge of social and educational promotion policies-Trade unions"

"<< Background >>The labor market is constantly evolving. The skills and qualifications required change over time. In order to face change, you need to be equipped with different skills. Europe's digital transformation will see an acceleration with the rapid development of new technologies, such as artificial intelligence, robotics, cloud computing and blockchain (""chain of blocks"").Digitization affects the way people live, interact, study and work. Although from the digital transformation many opportunities are emerging, currently the greater risk is given by a poorly prepared society to face the future.<< Objectives >>OBJECTIVES- promote a high level of employment through the creation of a competent, qualified and adaptable work force for economic change;- support and strengthen the development of key competences for all, starting from a young age and throughout life;- promote the acquisition of skills in science, technology, engineering and mathematics (STEM), taking into account links with economic sustainability and the environment;- facilitate the acquisition of skills by promoting multiple learning approaches and contexts, also with the appropriate use of digital technologies in education, training and learning;- provide support to all learners, including those in disadvantaged conditions or with specific needs, so that they express their full potential;- Provide innovative tools and skills to trainers<< Implementation >>In line with the most advanced processes in the world of makers, Arduino, 3D printers, digital manufacturing, and 4.0 industry, the project aims to provide high-quality digital skills, and to encourage entry or return to the world of work.To achieve these goals and focus on innovation, the partnership has identified a specific field of intervention: the recovery of obsolete machinery through Arduino. This will happen thanks to the development of 3 main PR:PR1 Experts Program Toolkit.The objective of this IO is to create a training material that provides the project’s target groups with high quality knowledge and skills needed to modernize existing machineries in order to make them “smart” and more adapted to the nowadays requirements of the manufacturing industry.PR2 ICT Tool for Competence Assessment (incl. User’s guide of the ICT tool).The main aim of the ICT tool for Competence Assessment will be to evaluate the knowledge and starting skills of the target group, identification of the needs of the specific target groups that need to be addressed in order to provide them with useful skills so that they can enter the world of workPR3: Gamified e-learning PlatformThe ""Gamified e-learning Platform"" will serve as an open education digital platform for the provision of the training material developed throughout the project. In this way the targetgroup formed will be able to exploit the knowledge acquired to modernize the machinery present in various production sectors and no longer used. Will be able to enter / return to the labor market, thanks to new innovative skills that will acquire in the field of electronics, computer science, interaction design, ect.<< Results >>The project aims to increase of the capacity and competency level of the target groups; increase in specialized professionals in the sector and improvement of working conditions;change of mentality towards social, ethnic, linguistic and cultural diversity; increase of competencies linked to the professional profile; development of relevant digital competences andskills for needed to modernize existing machineries in order to make them ""smart""; improvement of recognition processes and validation of skills acquired by non-formal and informallearning activities with the use of European reference tools; greater exchange of innovative practices in the field of vocational training and labor policies; increased mobility in theworkplace and sharing of the underlying principles of circular economy."

"CONTEXTThe Europe 2020 Strategy has defined among others, one key priority that is to raise ""Europe’s employment rate – more and better jobs, especially for women and young people"" so to achieve a benchmark of ""75% employment rate for women and men aged 20-35 by 2020– achieved by getting more people into work, especially women, the young and low-skilled people and migrants"".This important goal has important implication for 4 of the 5 benchmarks that have been set for the EU to achieve by the end of 2020 as employment; research and development; education; social inclusion and poverty reduction, is threatened by the economic crisis and the consequent loss of job opportunities that in many countries lead the unemployment rates to achieve ""record"" percentages starting from 48% Italy up to more than 53% Spain and 56% Portugal in just to quote three important examples. The use of Social media is widespread among youngsters, who use them to socialize and communicate. However VET students arenot aware of the risks connected to the use of social media. These risks may be particularly relevant for VET students who are searching a job and who may present aspects of them – on the social media – that are not appropriate from the point of view of the companies offering job positions. Social Media and Internet are now very often used by the companies for selecting in an effective way their future employees.NEEDSVET students need to know how to create and preserve his digital identity where they could keep on their competences, language knowledge, etc. to become an optimal candidate to be reincorporated in labour market in the most rapid an efficient way.The project will use Coaching interpairs like a non-formal methodology of shared learning and growth for teaching VET students how to reach a job using social media and ICT.AIMThe aim of the project is to promote employment for long term unemployed VET students, through an effective use of social media , ICT and through the training of 6 VET students in each participant country that will be called “digital coaches”ACTIVITIES-To Enlarge the Learning community. The Coordination Committee will facilitate and dinamize the cooperation of the actors in the learning community. -Coaching inter-pairs for employment training material-Workshops will VET teachers and VET trainers-Training the ""Digital coaches""-Workshops with personal recruitment managers of companies.-Coaches help desk-Conference about “Coaching for VET employment” CONSORTIUMThe project will involve 6 institutions of 5 different European countries. The partnership is composed by institutions with experience in training VET teachers, VET trainers and VET students and in the development of innovative projects for VET education.OUTCOMES""Coaching inter-pairs for employment"" training materials. The training materials will contain a collection of video lessons on how to create the digital identity using social media for finding a job in an effective way.1.The video lessons will address the following topics: how to create your European curriculum,the most demanded professional profiles, how to look for work using European employment portals,how to create personal professional profile, how to monitor and improve personal and professional profile, how to organize personal development plan, tools for creating, controlling, maintaining and improving your own reputation. For creating (select your name, social networks (pages on facebook, twitter, linkedin,foursquare, etc), blogs, youtube, flikr, slideshare etc., for controlling (google alerts, google analytics, Tweetreach, google inside, facebookinside, howsocialble, etc), for improve and maintain (tweetdeck, hootsuite ,etc.) The training materials will contain the videos and other attractive resources (online games, images, documents, links, interviews, etc). Each project partner will train at least 6 VET coaches and 20 VET teachers.2. Real life case scenarios learning objects. 3.The Video Gallery of Testimonials-Digital coaches website and social media pages-Coaches help desk. A mailbox and facebook on the homepage website will be created, where all interested VET students may consult their questions or make an appointment with the social online digital coaches.IMPACTPeople involved in the project.-60 VET teachers or VET trainers-240 VET students-36 digital coaches-30 professionals in the field of the recruitment of employees-30 enterprises-6 public bodies in charge of educationIn total the results of the project will arrive to 1300 persons.-VET teachers, VET trainers and directors of VET schools and VET training institutions.-Public and private VET training institutions-NGO-Local and Regional public authorities in charge of social and educational promotion policies-Trade unions"