Style is in the Hair, is a cross-curricular project mainlyinvolving Haidressing, english, creativity, arts and foreign languages aiming at revisiting educational practices in all participating schools (Poland-Norway-France). More specifically, the present project is about teaching haidressing and to develop skills and attitudes necessary for their professional fulfillment and development. Its practical outcome comprises creation of international haidressing championship, organic hair products and haidresser showcase poster. This European partnership enabled our students to be become professional. It also created enriching opportunities for them to collaborate, to widen their horizons and to acquire social and communication skills. It's a excellent opportunity for ours students to discover european haidressing world. It's also a good oportunity for their future careers. And realise organic cosmetics and to developed professionnal skills. To discover differents schools and other pedagogy com from diffrent parts of Europe. E-twining is important for ours project for written and visual exchanges and also social network .

A closer and more structured, transparent cooperation among providers of VET- education in the Baltic and Scandinavian countries created a stronger flexible and common platform for future mobility activities of their pupils. The project explored in depth the content of the partners individual educational programmes in order to identify, how mobility of the pupils can be organized better in the future. The target was to integrate mobility of pupils as a more natural part of the educational programme and in the same time be able to live up to the required formal learning goals, set by the local Ministries of Education and demands of other stakeholders, including the local industries/branch organizations. The project ensured quality assurance of future mobility projects. In the same time the project uncovered needs for language and cultural preparation. The project is an initial step towards a more transparent qualification system between the partner countries, to enable more flexibility in transfer of pupils and accumulation of better learning outcome. Involvement of teachers and managerial staff, involved in daily run of the educational programmes, contributed to the discussions and planning of common mobility activities, in order to secure commitment and sharing of knowledge and experience in the further process. The project results implements to the recognition of competences and applying ECVET.

"The project ,,LOVE MY CITY"" reunites 6 schools from France- coordinator, Austria, Denmark, Norway, Turkey and Romania partners.Our project motto is Alvin Toffler message: ""The illiterate of the 21st century will not be the one who cannot read or write, but the one who cannot learn, deviate and revive. Those who can do this are tomorrow's leaders.”This partnership offers students and teachers in our schools the chance to learn together and exchange examples of good practice about the use of new technologies in community life, about healthy eating and well-being, about religion and beliefs as defining elements for social competence, about traffic safety, the inclusion of students with special needs in city life and the protection of the environment and the use of renewable resources.Our project resulted from the application of a SWOT needs analysis in each partner school and aims to train students and teachers the skills and competences for 21 cc and prepare students for better life in their cities. The past few weeks have shown us how important is to use technology in education, to give students a chance to be connected with school and teachers in crisis corona time and normal time in life and how important is connection with people all Europe to find a common solution for this problem.As a result, the students and teachers participating in our project will acquire computer and digital literacy. This implies analysis, approach, management, integration, evaluation and creation of information in different environments, in a context of cultural literacy by promoting local values ​​in an international context.The GENERAL OBJECTIVES of the project are to develop 21 century skills and digital literacy skills for students and teachers, to prepare the students and teachers to become active, competitive and involved members of the community of the cities in which they belong. The project is planned to have 24 months duration. There are planned 6 LTTA, 3 for students (4 students and 2 teachers from each school- 4 days) and 3 LTTA for teachers (2 teachers from each school- 5 days). 1st LTT France, October 2020 ( 2 teachers per country ): Smart city - the new technology in my city life2nd LTT Austria, December 2020 ( 2 teachers and 4 students): Transport in my city3rd LTT Turkey, April 2021 ( 2 teachers and 4 students): Religion and faith in my city4th LTT Norway, December 2021 ( 2 teachers per country): Life of people with special needs in my city5th LTT Romania, April 2022 ( 2 teachers and 4 students): Healthy food and well being in my city6th LTT Denmark, May 2022 (( 2 teachers ): Renew and Green energy in my city.The total number of direct and indirect beneficiaries is more than 2500 students, teachers and parents. The final product will be the E-book ,,Digi competences for life"" will provide for teachers and students from our schools and for another schools interested, example of good practice and tutorials who will teach them how to organize online lessons and digital activities with students in school or from their homes. Tangible results of our common work are: online lesson plans; tutorials about ICT tools; scale models as examples of using alternative energy; multimedia posters; about social issues (terrorism, refugees, wars), healthy lifestyles; newsletters; logo; calendar; promotional materials; project’s Web site; E- book of the project ,,Digi competences for life""; articles published in the media. Impact: This partnership is expected to have impact at students, teachers, parents and community level and to broaden school curriculum focusing on the development of 21 cc skills and the integration of European methods and approaches in the education. The partnership will establish a successful beginning of a long-term cooperation and an international network between teachers from this 6 schools their professional and personal development.The active and collaborative learning represents the base of the methodology used in implementing the project. This partnership is expected to have a wide impact at all levels and to broaden school curriculum focusing on the development of transversal and soft skills and the integration of European methods and approaches in the education process. The partnership will establish a successful beginning of a long-term cooperation and an international network between teachers and students across Europe that will undoubtedly stimulate their professional and personal development.The project’s European dimension will have a positive impact on the atmosphere from all partner institutions. The international cooperation will increase the sense of my city identity and of belonging to a united European multi-cultural family.At the end of the project students, teachers and parents, the main beneficiaries, will be able to proudly exclaim, Love my city, Love my country, love Europe, the family for all of us!"

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.

In 2015, the World Economic Forum (WEF) published a report which focused on the issue of the students’ lack of skills and the means to find a solution to this. In this report, 16 paramount skills were defined for the education of the twenty-first century. These competences are composed of six « fundamental literacies », and 10 more skills.The skills are the means by which the students take up complex challenges. They cover collaboration, communication, critical thinking and problem solving. According to the WEF, the skills which are considered as a cornerstone to succeed professionally and socially in tomorrow’s world are mainly developed by methodologies known as SEL : Social-Emotional Learning.The UNESCO published a guide entitled Guiding Principles for Learning in the Twenty-First Century which aims at answering the following question : What do the students of the twenty-first century exactly need to learn ? The subjects usually taught at school since the Enlightenment, are still required by the universities and still relevant. Nevertheless, it is more and more commonly admitted that new fields of knowledge, of competences, and a new area of behaviour have to be included in the curricula if we expect the young people to fit in a globalized and complex society.Developing critical thinking, a social and societal conscience, but also creativity, communcation, and collaboration are the missions of the twenty-first century teachers.It is through modern educational propositions which include learning through play, strengthening analysis and reasoning, team working, and spreading respect and tolerance that the teachers will educate the citizens of the twenty-first century.The assessment is the following : the teachers are not trained enough to new educational approaches ; the collaboration between the actors of non-formal education who base their methods on the « social emotional learning » is too often sporadic and doesn’t really enable an exchange of practice.Through a former KA 201 project entitled « Young Ambassadeurs of fairtrade » (JACE in French), three high schools worked closely together along with three NGOs specialized in fairtrade during three years. This collaboration aimed at offering a motivating project to the students, at getting them involved in their learning, and therefore at limiting the dropping out of school. The sessions were co-animated by the teachers and the other protagonists of the projects, and allowed for the meeting of formal and non-formal educational methods.The tangible impact of this project was the evolution of the teachers’ practices as the NGOs’ organizers brought along with them different ways of raising awareness : learning through play, sharing one’s opinion in moving debates, defending one’s ideas and advocating fairtrade with MEPs, convincing others schoolmates of the possibility of a fairer world… so many learning situations which enable to increase tomorrow’s skills. We may then wonder to what extent a collaboration between the protagonists of non-formal education and the teachers enables the evolution of their educational practices and competences to prepare the students for the challenges of the twenty-first century better ? Four European high schools (France, Portugal, Norway and Sweden), two active NGOs in the field of fairtrade and a French university are going to try out and assess the contribution of such a collaboration during two years.The objective of this BEING project are several :-To increase the teachers’ skills to implement modern educational systems-To strengthen the collaboration between the worlds of the formal and non-formal education to offer solutions anchored in society’s stakes-To identify and share the learning situations which promote the students’ acquisition of the twenty-first century skillsThe activities of the project will enable :-The creation of a portfolio of competencies for the teachers of the twenty-first century -The measure of the project’s impact led by the GREThA, CNRS mixed research unit – University of Bordeaux-An exchange of practices among the participants-The dissemination of the educational activities led throughout the project on a referencing collaborative spaceWe expect to prove, through the experience we will have, through the measurement of the project’s impact as well as with the quality of the resources created, that a collaboration between the protagonists of non-formal education and the teachers enables a tangible evolution in the field of education and an increase in the teachers’ skills to better show the way to the citizens our students will become.