"Partnerships and school exchanges of pupils from vocational training establishments of care and human service Context: Our school needs a European opening with cultural and professional purposes. Our school lacks social diversity. Goal Have a school exchange for 28 pupils of a caregiver diploma (level 2nde) of Tregey Rives de Garonne High school in Bordeaux and meet our European counterparts and teachers of BERTA JOURDAN school in Frankfurt. Goals for educational community: Create a multimedia modelisable and transferable kit about a workshop of live expression. Publish this kit with the help of a youth literature editor or a professional educational editor Avoid school dropout by involving the pupils in a meaningful project Create a strong link between the educational community (pupils, parents, teachers, personals, beetween the two Schools, Dareic, Dasen). Goals for pupils: Discover and compare the children’s tale literature and by doing so, identify the social and educational value of the European cultural heritage. Visit cultural places in Frankfurt such as the house of children's literature stories of the 19th century in Germany ( e.g Struwel Peter). Perceive that there are different education practices regarding early-learning games, support and preservation of children whom they will have in responsibility. Develop critical mind and creativity in teams of different cultures and backgrounds ( France, Germany, Morocco, Turkey, Algeria, Sénegal, .) value one’s training, enriched by meetings with pupils, teachers and foreign children of nursery schools. Participate in a collaborative creation of a workshop of live expression. Create a real international opening. Become a European citizen. Expected effects During all the duration of the project: Motivate pupils by creating a "" Mobility Erasmus "" tab in Pronote school ap allowing to report to families the implication of pupils in this project. At the end of the project: Getting a Europass certificate Expected indicators: Report various stages of the project by e twining: numerous exchanges with the German school ), results of the on-line questionnaires and the sessions live videos and / or recorded of the kit mutimédia: workshop of live expression bounded for children of a maternal class with inclusion of handicapped pupils."

"During the respective exchange visits in Groß-Gerau and Örebro, the main project ""sustainability and climate protection"" is subdivided into several subprojects. In Gross-Gerau, located in the Rhein-Main-area, the project ""How to live sustainably in a densely populated conurbation"" will deal with various guiding questions, particularly relevant for young people. By trying to find answers to questions such as ""How can I personally live more sustainably?"" or ""How high is the willingness of people to live more sustainably""? our students are supposed to develop a greater awareness of the necessity of people's willingness to change their lifestyle and habits so that extreme consequences of climate change can be averted. In Sweden the focus will be on the topic ""To which extent is Lake Vättern, an important source of drinking water in its area, threatened?"". Students become aware of the fact that climate change has a vast influence on nature and the human being, due to the decrease of natural fresh water reserves. The participants are students attending higher secondary full-time education. Interested students showing a certain passion for the project's topic and contents as well as a necessary openness for the hosting culture are prioritized and can apply to take part in the project. Overall, the group size is supposed to not exceed the size of a common class (26 students maximum).The project is conducted as an exchange programme but based on a project work that lasts one week in each of the partner institutions in Groß-Gerau (Germany) and Örebro (Sweden) and intensively deals with the topic (sustainability and climate protection).The project's focus lies on ecological, economic and social sustainability. Knowledge acquired during excursions to companies, municipal institutions and through surveys should give the participants an adequate insight in the topics mentioned before. Consequently, mixed groups (Swedish and German students) consisting of no more than up to six people will work on creating a digital output, for instance podcasts, short documentaries or presentations.The students are expected to base their specific topic on the general theoretic knowledge they acquired beforehand and to work and reflect on the knowledge presented throughout the project week (excursions, talks, expertise). They are also required to deliver a global overview of their topic, supported by digital tools. Additionally, the results are supposed to be presented in an interesting and understandable way so that the audience can follow easily. Personal views must always be clearly indicated. These views, opinions and perceptions play an important role within the project as the formation of opinions regarding questions such ""How can I live more sustainably?"" or ""To which extent is Lake Vättern threatened?"" are definitely relevant when it comes to taking decisions how to align one's life in the context of sustainability. Enhancing one's intercultural competences as well as one's personal awareness are important goals our project is based on, apart from improving language skills by communicating in English as a lingua franca and expanding one's specific vocabulary in a certain domain. Gradually, students lose their inhibitions about speaking in a foreign language and become more self-confident in using English as a lingua franca. Finally, students will realize that they are able to use their competences in English acquired in class also in their private life. They will understand that they can easily use English to communicate with other young people in Europe and exchange about complex topics. On top of that, students will be given the chance to improve their ability to reflect as they learn to explore and analyse different perspectives. For more than six years now, the project sustainability and climate protection has played an important role within the exchange programmes of our school and is now scheduled in our annual programme . Due to the huge variety in topics, digitally produced outputs, participants (students vary continuously as well as those teachers teaching economy and/or environment), the project can be defined as utterly dynamic and varied which surely captivates students. Furthermore, the participants will given the chance to broaden their horizon in multiple disciplines. In conclusion, all the participants will be able to benefit enormously in personal as well as professional and educative means."

"<< Background >>The implementation of training and validation is currently implemented in the TLS industry in the form of practical skills, e.g. physical internships at the company's headquarters. This is particularly difficult in crisis situations such as a pandemic, and also does not meet the requirements of a changing market, especially in the context of digitization and ecological requirements.The basic needs that the project meets are:a) insufficient digital competences of employees in the TSL industry,b) insufficient level of automation of training, validation and implementation processes (workflow),c) insufficient preparation for changes,The results of research conducted in 2018-19 by the European Logistic Association organization, which showed that changes in the sector, in particular related to the industry's impact on the environment and changes in the labor market (industry 4.0), confirm the need for changes in the digital competences of employees in the TFL sector. transformations in qualifications mainly at level 4. technological solutions and an understanding of sustainable development (""green"" competences).The following are particularly important competences of the future: the ability to learn and acquire new qualifications, understanding (implementation, promotion) of new technologies and data mining in order to better manage orders and procedures, (implementation, promotion) understanding of sustainable development, skills of ""data mining"" and combining them into a clear set of supply chain parameters, knowledge and proficiency in areas such as analytics, artificial intelligence, workflows and the Internet of Things, understanding (implementation, promotion) of innovative initiatives throughout the organization. Based on the analysis received from the Partner (Berufliche Schulen Kehl), it is possible to list the professions that currently have the greatest potential for development and the need for digitization in Germany; - spec. for warehouse logistics, seller of shipping and logistics services, clerk for shipping and logistics services. In Finland, all professions in the transport and logistics sector are important and there is a constant shortage of staff in these sectors. In particular, digitization is expected to have an impact on the planning and implementation of urban logistics, cargo handling at logistic nodes, urban transport implementations and information management in international transport.The project aims to develop methods and techniques of learning in a hybrid and online system. In the era of worldwide epidemics and potentially future, similar threats, in many areas, including training, it is necessary to replace direct contact and propose solutions enabling remote provision of services. Automation of the training process, with particular emphasis on validation, applies to all stages: data collection, verification, contact with the participant and on-line validation, including the performance of validation tasks and assessment. The project is based on the assumption that, through hybrid methods and teaching automation, users should get used to using IT tools.The consequence of automation and digitization is the preparation of a chain of processes for the educational / validation services provided in the TLS sector, which is to prepare glazing and validation organizations for change. It is about organizational and process readiness as well as readiness to introduce changes. In order to achieve such a state of affairs under the project: we provide appropriate resources in the form of tools and teaching materials, we prepare the standardization of processes, we share experiences related to digital transformation.<< Objectives >>The main goal of the project is to improve training opportunities in the TLS sector and obtaining confirmation of competences, with particular emphasis on professions such as: logistics technician, seller of forwarding and logistics services, specialist in urban logistics, cargo handling at logistics nodes, urban transport service and information management in international transport. The project aims to provide remote education and validation tools, methods, inspiration and good practices. The aim of the project is to be achieved through: 1. Increasing the knowledge of 50 educators and entrepreneurs in the field of innovative methods of competency assessment by providing tools such as Map and microcompetence Profiler (re 1) and tools for remote validation 2. Increasing knowledge of TLS educators regarding planning and use modern methods of education and validation, by providing a course in remote validation (res 2) 3. Increasing the institution's ability to remotely assess and validate employee competences by providing tools for remote validation and a support system (res 4) 4. Improving cooperation and knowledge exchange between institutions of the vocational education and business sector in the TLS industry, by providing a virtual helpdesk prototype (re 4) 5. Institutional development and increasing the know-how of project partners as a result of international activities. The project is to be consistent with introducing systematic methods and opportunities for initial and continuous professional development for teachers, trainers and VET mentors in schools and in the workplace (including during apprenticeships), including by shaping an effective, digital, open and innovative education and pedagogy and the use of practical tools; increasing the attractiveness of the profession for teachers, trainers, mentors and leaders of lifelong learning. The project will use educational materials supporting mobile-learning, online materials and social channels as an adaptation to the trend of making the education process independent of time and place. The developed results of intellectual work will be available in an open manner in digital distribution channels. The aim of the project is to create an ecosystem of tools (Project results: 1. Map and Microcompetence Profiler 2. Remote Validation Course - TLS Guidelines 3. Remote Validation Tools 4. Support System for Validating Institutions) that will make the training process resistant to Covid 19 and similar crisis situations. The proposed tools transfer the process to the Web and automate it. Thanks to the possibility of remote verification of qualifications, disabled employees of training companies will be able to actively participate in this process. The currently planned project aims to include industry education in the context of digital transformation and the so-called new reality.<< Implementation >>To achieve results, project partners will apply the methodology of activities used in other projects. The main assumption of such a methodology is the involvement of all partners in the implementation of results, as well as verification and development of products. At each stage, verification activities and quality monitoring (substantive corrections, discussions, information exchange) are planned. Project objectives and results will be achieved through: 1. Intellectual work of experts (results of intellectual work) 2. Meetings and workshops (project meetings combined with workshops and tests of solutions proposed in the project) 3. Dissemination event The activities under the project will be directly related to the achievement of the project objectives and the implementation of the planned results. For each result, a sequence of actions is planned with the provision of feedback and control mechanisms Monitoring activities are to ensure high quality of products and their timely implementation. A typical sequence that leads to an intellectual result is: 1. Establishing a starting point (based on a needs analysis, previous work done, etc.) 2. Establishing a work plan and division of tasks (taking into account possible changes occurring after the submission of the project) 3. Working on results 4. Re-checking and quality control 5. Testing 6. Modification 7. Implementation 8. Dissemination, Use and Development It should be noted that the project activities will be directly related to the regular activities of the project partners and the results will be directly applicable in partner institutions. The applicant plans to carry out the following promotional and Public Relations activities leading to the achievement of the project objectives and planned results? 1. Sharing the results of intellectual work on the websites of the consortium members, on the partners' social profiles, on the Erasmus + results sharing platform 2. Online information about the project on websites and social media 3. Contacts with journalists 4. Activecontacts with the partners' environment 5. Using the potential of other projects for information and dissemination activities. The project will also use unusual forms of education - TTS Työtehoseura has in its technical resources a training center based on VR simulators. We will use this potential in the form of training courses for staff containing elements such as digital solutions based on artificial intelligence, machine learning and offer platforms.<< Results >>Results expected during the project duration for all Partners: Hard results - number of training and test participants - 20 - number of organizations participating in the project - 4 - the number of results of intellectual work - 4 - the number of people covered by disseminating events - 250Soft results - at the end of the project: - Increased potential and know-how on managing partner projects among participating organizations rated 4 by respondents on a 5-point Likert scale (surveys during the project) - Increased knowledge of 50 beneficiaries on innovative methods of assessment and validation of competences, assessed by the respondents at min. 4 on the 5-point Likert scale (questionnaires in during the project) - Increased knowledge about remote validation rated by respondents at 4 on a 5-point Likert scale (surveys during the project) - Increased ability to use the remote validation system and - Improving cooperation and exchange of knowledge between the education system and business in TLS rated by respondents at 4 on the 5-point Likert scale (surveys during project duration) - Increased awareness of the industry community regarding the possibilities of hybrid education and validation At the end of the project, it is planned to develop and implement the results of intellectual work aimed at: a) development of models of technological solutions optimizing the work of enterprises depending on their size and specificity of activities undertaken in the TSL industry b) developing solutions for the future (the potential of IT technologies), which are to correspond to the new post-pandemic reality, emphasizing alternative forms of communication and social relations From a teaching practice perspective, a competency framework for educators will be developed to identify the knowledge, skills and requirements needed for training work. Project results: 1. Map and Profiler of microcompetencies 2. Remote Validation Course - Guidelines for TLS 3. Remote validation tools 4. Support system for validating institutions"

IC Green- in a changing world. Being convinced that young people and their teachers need a variety of key competences, including environmental awareness and ICT knowledge to manage those changes successfully, we improved the quality of our education and contributed to a more sustainable, smarter European economy. During this project our pupils became eco-conscious citizens of the EU. We worked together and found efficient approaches to reach the Europe 2020 targets. Our project had three objectives that consisted of several skills:The first objective was a professional one: It was based on two pillars: ICT and green energy.Pupils and teachers became more familiar with ICT tools and we boosted their scientific skills. They learnt more about Green energies and its importance for their daily lives. By combining scientific knowledge with the participants’ daily tools, we raised their motivation and interest in scientific issues. The pupils have to be equipped with required skills to be qualified workers within the global labour market. The second objective was a linguistic one: In our globalized world it is almost impossible to get a job without speaking a foreign language. We equipped our pupils with the required knowledge and we wanted participants to become aware of this necessity. We enabled pupils who had never been abroad to train communication in a foreign language and to find out their capacity to use it in direct communications. So they also gained confidence and awareness of their ability to speak a foreign language. To underpin their linguistic skills, we applied strategies to improve their reading and speaking skills not only in a foreign language but also in their mother tongue.The third objective was a cultural one: We wanted participants to realize that each European country must preserve its characteristic features. Knowing how to handle these features and how to avoid misunderstandings are important skills. All the activities that have been made in collaboration between partners from different countries have helped participants to become aware of the European dimension of their professional life and have broadened their minds in order to improve the communication and interaction between citizens regardless of nationality, age, gender and origin. Participants became more tolerant, empathetic and intercultural Europeans who will contribute to equality, social cohesion and active citizenship. To achieve the project's' objectives, six schools from Belgium, Bulgaria, France, Germany, Spain and Sweden have worked together. We actively involved participants in collaborative tasks. Pupils have benefited from the project in the following way:1. They got a picture of today’s energy consumption in their countries and studied the impacts of non-renewable energies on the environment 2. They visited Green energy facilities on a European level 3. They worked on documents related to Green energy and ICT during English lessons to become more fluent when tackling these topics 4. They made movies about Green energy 5. They prepared ICT lessons to teach pupils and teachers 6. They discovered, understood and accepted differences by working together with pupils from other countries 7. They organized energy consumption Awareness days. Teachers have benefited from the project in the following way:1. Teachers have prepared various methods to evaluate the project. 2. Teachers have been trained in using various ICT tools. 3. Teachers have taken better consideration of the needs and expectations of their pupils. 4. Teachers have become more aware of and open-minded towards new pedagogical strategies. 5. Teachers have enriched their experience in European project work. The material designed during the project was both published on the icgreen.eu website and used within different course curriculum subjects. Moreover, it is accessible for other schools by means of the Erasmus + Project Results Platform and Etwinning.Besides pupil and teacher-centered activities, we also improved key competences which can be used like a toolbox in daily life:1. Improvement of digital competences to communicate with participants from partner schools, to create materials, to evaluate and to improve the quality of general and vocational education.2. Improvement of scientific knowledge: Pupils were sensitized to scientific issues and to describe scientific phenomena and found access to STEM knowledge.3. Improvement of linguistic skills in a foreign language and mother tongue in order to be able to communicate with people from different countries. 4. Cultural awareness: Getting to know other cultures reduced prejudices, which led to a more tolerant attitude. 5. Intercultural competence: Participants were enabled to interact appropriately with students and teachers from other countries.

BACKGROUND After the economic crisis, in Italy and in all the European countries there has been a strong increase of the employment which in July 2017 came back at the same levels of the year 2008, before the crisis (inapp policy brief September 2017).The employment growth has involved also young people, although on a smaller scale compared with other social categories. In Norway this phenomenon has been carefully analyzed to reduce the government subsidies -OECD Economic Surveys Norway January 2018- the Norwegian welfare (NAV) has linked the youth unemployment problem with the existence of vocational school guidance systems which are not integrated and are not effective. OBJECTIVES The specific objectives of the present project are: 1)The analysis of different tools for guidance used by different partner countries. 2)The analysis of the monitoring quality systems in order to verify the efficiency of guidance tools. 3)The analysis of existing different counselor guidelines 4)Development of an European network which can lead to the development of new partnerships about this issues. TARGET GROUPS The main target group is made up by vocational schools teachers as well as educators and counselors. The teachers will be fully involved in the project together with ADi experts, Fonix experts and experts from “La Sapienza Univervsity” in Rome. Students belong to the secondary target group and they are the ones who mainly benefit from the use of effective and appropriate guidance tools. METHODOLOGY The methodology involves the establishment of different committees to manage and monitor the activities ( executive committee, quality commission, development commission and innovation commission), the compiling of quality control data sheets every three months, regular remote meetings through Skype, spaced by further meetings in the presence. The methodology implies the teachers' participation in every step of the project, since the initial phase, up to the drawing up of a final report. The final report, coming out from all the staff training events, has to describe all the tools analyzed and the objectives to be pursued by a guidance action aimed to the self-empowerment promotion, the three main types of guidance used in the different countries (informational guidance, learning support guidance, counseling guidance), the usefulness of self -evaluation within the guidance activities. Our objective, moreover, is to assess the ability of different guidance tools to develop youth skills that can be placed in the area ”resourses” of the document EntreComp of the European Commission issued in 2016, in particular the skills referred to self-determination. According to the project teachers of the partner schools have to test a guidance tool which is different from the one regularly used at school with at least 30 students. ACTIVITIES An initial meeting in Bologna will be necessary to start our activities. Four staff training events will follow up in the partner countries. (Italy, Norway, Germany, Poland). The staff training events objective is to analyze the different tools and methodologies used for youth guidance, they will enable us to contact other bodies interested in the activities (Ja Europe, local companies, public authorities, foundations, schools). SHORT-TERM IMPACT Revision of the guidance tools used by the different partners Integration of the different curriculums concerning some skills outlined in the document EntreComp Birth of synergies between schools and external bodies for youth guidance in order to create school guidance paths that can be integrated with work guidance projects. Establishment of new mixed working groups (teachers and experts) about the project issues Development of new European projects regarding this subject. LONG-TERM IMPACT Decrease of youth unemployment level Decrease of school drop-out in vocational schools below 10% as requested by Strategia Europa 2020 Foundation of common European tools for youth guidance for learning and working careers.