The general objective proposed and achieved has been the implementation of cross-curricular approach into didactic process of primary&secondary educational level, in order to enhance student’s motivation and engagement, the holistic understanding of concepts, of real-life situations of learning and, finally, to sustain the learning process. The specific aims proposed and achieved are: a)to contribute, for long term, to the sustainable development of society by the improvement of education and of life quality in local communityb)to contribute, for short and middle term, at the improvement of education for the both region through the new attitude, knowledge, competences of students and of teachers regarding the educational approachc)to build educational approaches for students, teachers, local community members who are part of the target group, in terms of cross-curricular educationd)to form to target group the skills and habits regarding the cross-curricular education through the contribution of different educational factors in educational activitiese)to manage the quality and efficiency of free time for students, youth and adults engaging in actions to research different links between fields where can find a phenomenon/concept/situation.The project has been based on following problems, identified in our institutional strategies and who gave the project idea:a)to help the students to reach their potential through the value of multiple intelligenceb)to realize the link between different local and European institutions and association, through didactic activities, conferences, seminars etc regarding the cross-curricular approach in education (benefits, tools, methods)c)to realize the self-evaluation of students, teachers, local communities and authorities regarding the key competences developedd)to give adaptive feedback from educational fielde)to use the online resources and on-line tools for dissemination f)to share the specific creative/formative educational method for the sustainable development through cross-curricular activities.The partner institutions of this regional partnership have identified a common need: to promote the cross-curricular approach in educational activities, as modality to link the theory to the practice and the different curricular fields and, additionally, to value the main emotional intelligence of our students. The students from disadvantaged category (with disabilities/educational difficulties, at the risk of educational failure and school abandon) have needed to be motivated regarding their participation at educational system. We have found that the school needed to be closer to the local community in learning/teaching process. We have needed to propose new methods and tools in learning/teaching process. For these, the project activities have implemented the training piloting sessions of this innovative methods for 36 Romanian and 83 Turkish teachers from schools involved in they implementation. The partnership, between 2 institutions from Maramures county (Romania) and Osmaniye region (Turkey) are realized in order to support the implementation of the project & to disseminate its results. From each region have participated one school and one institution with interest in educational field. Each partner has been responsible for project implementation; the coordination is the Romanian partner. The direct beneficiaries (from entire category of target group) are constituted by 60 teachers, 800 students from primary+secondary level, 24 school inspectors, representative from local authorities, parents.The project propose managerial activities assured by transnational project team. Each partner have a managerial team. The project proposes 4 transnational meetings (48 mobilities).During the implementation, we have recorded 4 intellectual output: IO1-practical Guide of cross-curricular teaching&learning activities on 100 DVDs&on Facebook, IO2-optional course, IO3-managerial study, IO4-teachers training course support. Other results from: administrative&financial documents, monitoring/evaluation/dissemination activities. The project evaluation has been realized as quantitative and qualitative aspect, through direct observation, feed-back as evaluation methods. The dissemination has been realized through poster, 800 ex. leaflet, PowerPoint presentations, local meetings, project Facebook, webpage of partner institutions, 3 presentations in media. The add value at EU level through the didactic method centered to needs, aspirations and possibilities of learners.The impact is for short&middle&long term for students and teachers. The educational experience are transferable and opportune for others. The sustainability is assured through the possibility of exploitation of project results in future. The training activities are an investment in human resource and this sustains the durable development. It adds a cultural awareness through the activities from our countries.

CONTEXTAs a result of the situation derived from Covid19, the consortium fundamentally detected three needs that arose and that was the basis of the creation of this project, the absence of knowledge in educators in AI, gamification and data analysis to promote and engage educators in a safety, motivational and structured manner. The aim with the innovative methodology of the DFT figure is to provide educators with the values, attitudes, skills and knowledge to use the digital tools of today and tomorrow to participate in shaping and creating the future. The EU’s digital strategy will empower people with a new generation of technologies through education, and they are essential because of the ways and means by which information and communication technologies affect youth capacity and self-development.AIMThe overall aim of the project is to design and test the new DFT in VET educators, making better use of digital technology for teaching and learning, developing digital competencies and skills and improving education through better uses of AI, gamification and data analysis.OBJECTIVEImprove the pedagogical and digital skills of 80 educators by using the DFT innovative methodology developed especially for fostering innovative learning opportunities and provide learning materials for professional development for VET teachers and trainersDevelopment of a Digital Community in the use of technology for digital training in VET in Europe, under the guidance of 90 educators with increased pedagogical skills by using this model.Increasing awareness of young people and 150 youth workers from partner countries about the use of innovative methodologies.NEEDSVET educators interested in improving their digital skills in the 3 fields. They need to add to their toolbox of non-formal education methods using digital resources in EN and own languages (TR, RO, ES). The few existing resources are mainly in English, rarely accompanied by lesson plans to support their implementation. Youth (18-29) need new ways of learning. We will provide the new knowledge, skills and attitudes, which in turn can contribute to their employability and improve their social inclusion prospects.Youth organizations, institutes, VET centres, NGO´s, foundations and other non-profit organizations collaborating with youth, private companies. They need to harness the potential that digitalization represents to prepare youth for a society immersed in technology.CONSORTIUMA multi-disciplinary, complementary partnership consisting of 3 different partners: NGO from Romania, NPO from Turkey and SME from Spain, to consider all the educational aspects; also, the associated partners will contribute to reaching the target groups and supporting the dissemination and sustainability of the projects.METHODOLOGY/ACTIVITIESWe are using the EC OpenPM methodology and PMI PMBOK for managing the project. The project objectives will be achieved by completing 2 intellectual outputs:1)IO1 - IO1: Designing the Digital Facilitator Trainer (DFT) role: Secondary (desk) and primary (questionnaire and interview) involving educators, as youth advisory board. Using: ASSURE model - Analyse TG needs, State Objective of IO, Select methods, Utilize media and materials, Require TG’s participation, Evaluate the final version before transferring to TGs.ADDIE Model and Bloom taxonomy2)IO2 - IO2: Open Digital Community-Educational Materials for digital fields. Based on IO1, we will design a Model Course and educational materials on 3 strands: BEING ONLINE (Access and Inclusion, Learning and Creativity, Media and Information Literacy), WELLBEING ONLINE (Ethics and Empathy, Health and Wellbeing, e-Presence and Communications) and RIGHTS ONLINE (Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness). We will use Moodle platform to host online course; will design recognition badges and an evaluation and recognition system.4 TPM, 3 ME, 3 LTTA, 9 dissemination and exploitation and 4 PM activities will support the main activities.RESULTS AND OUTCOMES6 educators from the Youth Advisory Board with developed management and analytical skills90 educators and youth leaders with improved teaching skills using the online courseStrengthened relationships between institutions, organizations, youth workers, policymakers, partners and associated partnersImproved capabilities of partnersIMPACTThe online course will reach out to educators at the local, regional, national level and will equip them with the competencies for implementing and assessing the DFT role. The project will improve the recognition and will support the validation of competences acquired through non-formal learning.L-T BENEFITSAccess of educators to quality non-formal education and recognitionEducators empowered to acquire more digital competenciesEducators, trainers, teachers, youth workers equipped with a range of tools to address the needs of young people after Pandemic

CONTEXTThe internationalization and recognition of diplomas at EU level, allow for mobility of the labour workforce in various domains of the blue sectors, which is very good and the VET learners have to take advantages of it. The problem is that in the real world, it is not happen like this. Although the recognition of diplomas is important, very often the industry ask for the recognition of skills. [Realising the potential of our seas and oceans for jobs and growth' – EC2014, BIMCO 2015]. The career opportunities and cross-sectoral bridges within the blue economy are not well known, and the VET educators cannot guide properly because of the low transparency of skills. The problem is urgent because the VET learners need to understand the blue career paths options immediately. Postponing the moment can include various factors that might extend the gap due to the rapid advancement of the technology [WMU, -The future of work 2040]. PROBLEMThe main issue addressed by our project is the low labour mobility of “blue professionals”. From interviews with blue stakeholders, resulted that increasing the transparency of skills would be suitable, achievable and feasible for improving the labour market inefficiencies.MAIN OBJECTIVEBE-BLUE aims to strengthen the intra and inter sector mobility of VET learners from partner countries in the blue economy.SPECIFIC OBJECTIVESSO1. Increase awareness of 60 VET learners from partner countries about career opportunities and cross-sectoral bridges within the blue economy in a period of 8 months.SO2. Improve blue economy career guidance skills of 30 VET teachers/mentors from VET organizations in a period of 10 monthsSO3. Enhance vocational career guidance capabilities for 15 blue economy VET organizations from partner countries in a period of 8 months.TARGET GROUPS and NEEDs1)TG1 - VET learners aged 14-19 years with interest in planning the career in the blue economy. Needs: to know what are the careers in the blue economy and relevant information to help them make an informed decision (salary, typical hours, qualification, experience, apprenticeship, skills, tasks, responsibilities), what are the career paths to get those job and cross-sectoral options s; get career guidance from people who know the blue economy and are able to mentor them.2)TG2 - VET teachers/mentors with interest in continuous professional development in the blue economy. Needs: to know the relevant information about the blue economy and the jobs within so they can make their VET schools more attractive to VET learners and advise them on career progression.3)TG3 – VET schools in blue economy, who want to foster employability of their learners in the blue economy in order to improve the attractiveness of their institutions at the other end. CONSORTIUMThe project will be carried out by a multi-disciplinary, complementary partnership consisting of 3 organizations from 3 EU countries: Romania, Spain and Turkey. 15 associated partners will contribute to reaching the target groups, implementing project tasks and supporting the dissemination. The consortium consists of an NGO (Association TEAM4Excellence), an SME specialised in providing VET training (Sea Teach) and a regional school directorate from Turkey (Osmaniye Il Milli Egitm Mudurlugu).PARTNERS NEEDS1)STC needs to offer career prospects in the blue economy for their VET learners tools for developing their employability skills in the blue economy2)OSM needs to support their VET schools in their quest to provide labour for all sectors of the blue economy3)T4E need to improve capabilities of offering career guidance services in the blue sector for VET learners and to create bridges between VET schools and the businesses in the blue economy.INTELLECTUAL OUTPUTS:- Blue Career Path Platform- Online Training Course in Blue Economy- Blue Career eMentoring ProgrammeSHORT TERM EFFECTSTG1, VET learners from partner countries: improved awareness about career opportunities and cross-sectoral bridges within the blue economy.TG2, VET teachers/mentors: improved knowledge about the sectors in the blue economy and their career guidance skills.TG3, VET schools: enhanced vocational career guidance capabilities in the blue economy.LONG TERM EFFECTS1)Improved employability of VET learners in the blue economy2)Improved capability of VET learners to switch across blue economy sectors3)Safer jobs for VET teachers/mentors in increasingly attractive VET schools4)Improved employment rates of graduating VET learners5)Better aligned VET schools to the needs and opportunities offered by the blue economy6)Improved attractiveness of VET schools in the education market7)Increased synergies and links between the world of education and training and the blue economy8)Increased opportunities for businesses to recruit people across blue economy sectors

<< Objectives >>With this project we want to help the companies get the best students, and also help the students find the most appropriate company for work placement. We have many other places where people can look for jobs, but not a single web site where students can search for a practical work. That`s our aim with this project. We need to get the companies involved in this circle schools-students-companies. We will promote work based learning and the dual educational system, in general.<< Implementation >>In this project we will have three TPMs and one LTT activities. The first TPM, the kick-off meeting will be held in Bulgaria, the second in N. Macedonia and the third in Turkey. Representatives from all the partners will meet and discuss about the activities for this project. 5 days LTT activities will be held in Netherlands. Other activities that we will have include collaboration with companies, Chambers of commerce and schools, providing trainings for teachers and mentors, etc.<< Results >>The project will have three outcomes: First is the web platform. It will become place where students from our countries will search for practical placements in companies. The other project result will be the E-learning course for mentors. The third project result will be the E-learning course for teachers. The e-courses will be easy to use and the instructions will be easy to follow. The courses will be translated into Macedonian, Bulgarian, Greek and Turkish.

"The aim of the project ""Creating VET business partnerships for WBL"" is to develop partnerships among the participating organizations in the project, the schools and the companies in their countries in order to establish collaboration among them and to prepare and send VET students for practical placements in companies where they could have work-based learning. The project is designed to make a connection among the VET schools and companies in order to better prepare VET students for the real work market, as well as help the real work market find the best future employees.Germany and Netherlands, two of the partners in this project, are the experts in this field. They have a long lasting experience with the dual educational system where students from VET schools start their practical placements in companies during their school years. So, after finishing high school they are ready to work in the companies, since they, the companies, had spent time to teach and train them how to work in such companies.Unlike them, North Macedonia, Bulgaria, Turkey and Greece, still have problems in linking VET students with the companies. The students at VET schools after the educational process don`t have big, if any, practical experience in their field of study. Since we can not do much to implement dual system in our (national) educational systems, we have decided to prepare this project, in order to help the students find companies, as well as help the companies find the best students for training and practical placement. We understand that it is difficult for the companies to find the most appropriate students. With this project we want to help the companies get the best students, and also help the best students find the most appropriate company for placement. The companies should realize the importance of having VET students for practical placements as a step towards recruiting their future employees.For the purpose of this project we will organize training in Leipzig, Germany, for 2 representatives from each participating organization, delivered by experts in this field from Germany. They will share the German experience and teach the participants how to establish the business partnerships and how to train teachers from schools and mentors from the companies in order to organize practical placements for the students. The other priority of this project is the achievement of high quality skills and competences for the VET students. The VET students in MK, BG, TR and Greece don`t have an opportunity to train and develop their skills and competences outside of their schools. During their school years they don`t practice work based learning in real companies on the labor market. The classes they have at schools can not be compared to learning from situations at real companies. On the other hand there are the companies that still have not realized that they need VET students to train so that they actually prepare them for the labor market, or actually prepare them for becoming their employees. So, the achievement of relevant skills and competences is important for the students in order to find better job in the future, and it is also important for the companies in order to have well trained apprentices and employees.The intellectual outputs in this project are:1. On-line platform (O1) - a database where the students will register and promote themselves in front of their future employees with the skills and competences they have achieved so far. On the other hand, the platform will be also a place where the companies will register in order to present all the apprentices they have had and evaluate their skills and competences. 2. The work based learning guide (for both schools and companies) (O2) – handbook for teachers and mentors. 3. Learning diaries for students (O3)Apart from the intellectual outputs, we will also organize training for teachers/staff from VET high schools and mentors from companies. The trainings will give the participants insight of the importance of connecting the VET schools with the companies.The main participants in this project will be the VET schools (students and teachers) and the companies (mentors). The partners from North Macedonia, Bulgaria, Turkey and Greece would have to establish cooperation with 2-4 VET schools and 4-6 companies.The expected result from this project is the development of VET business partnerships that will promote work-based learning, with special attention to apprenticeship training in companies and VET providers. The individuals that will be involved in this project will acquire and develop relevant and high quality skills and competences in order to foster employability and professional development."