"European Voice of Tomorrow (EVT) is a project that wats to respond to a lack of global economic growth. Through the EVT project, we want to increase young students’ awareness about International Trade with viewpoint of sustainability as one of the strongest points of the project. Based on earlier good experiences of a similar kind of project European Voice of Sales (EVS), the project partners’ states that traditional ways of teaching and learning in a classroom is not the most efficient way to acquire knowledge of vocational studies and lifelong learning. The participants of this project will gain benefits learning by doing using innovative learning environments and methods. This project enhances to take initiative and risk, innovate and engage in further learning. In the future training a student will be less focused on teaching the actual job and more about being able to make transfers, see possibilities and be competent to do them. Key competences of lifelong learning are becoming crucial. The main purpose is to activate the students into learning to learn in a more informal settings, in the EVT weeks and during those weeks we organized 4 semi-finals and a final event and before EVT weeks organized pre-selection phases in each partner organization. Each of the five project partner (Raisio Regional Education and Training Consortium FI, Ole Vig upper secondary school NO, Cometa Formazione IT, Escola de Comércio de Lisboa POR, Breidholt College IS) will pre-select and engaged altogether 20 students in this project. One of the pre-selected students / each EVT-week / country will be a student with economic or social obstacles. Each partner will select and engage 2 teacher per EVT event. Beside those students and teachers, there are students and teachers that can participate and gain key competencies at their own institute when organizing EVT event. A local company or entrepreneurs will give the themes of exported product or service at the EVT event. The participants will look at the future though their inputs and enhance the lifelong learning skills through the whole learning process. The EVT concept based on valuable experiences of the EVS-project. In our previous project, the main idea was to enhance various students’ skills, knowledge and appreciation about sales. Through this project we will exchange best practices to context of International trade stressing out the importance of export and sustainable development. Based on the good experiences of working with our EVS-partner group, EVT will be implemented with same trusted partners. Raisio Regional Education and Training Consortium was a coordinator in EVS, and so it will be in this one.Prior to each EVT week there will be a pre-selection phase at all partner organizations where they will select the participant for the next EVT week. This pre-selection phase is open for all and there is no study field boundaries. The students have to ""earn"" their place into the semi-finals by presenting their own motivation speeches to participate in the EVT-week in a video based self presentation or in front of the classroom. Students learning process is facilitated by the coach/teacher. Participation also gives teachers a chance to get familiar with the innovative learning environment and test one's ability to guide the students on the path of learning to learn. This project allows students to develop their skills and knowledge in a range of the subject, not only their professional field. Participation in the project and methodologies used will give students the right to wonder, ask and understand. The project will enhance its participants’ self-esteem and -reliance and teach them skills to regulate their learning path, take responsibility and be flexible and aware. The learning outcomes will differ from student to student and teacher to teacher, dependent on their individual needs and abilities. The recognition of the learning outcomes will follow the procedures of each participating organization. The project-based learning puts the emphasis on what was learned and what competencies were acquired. Teachers involved in this project will benefit, they will be working with their international counterparts, get knowledge about this type of training and will improve their coaching skills. The success will be assessed within a survey among all participants at the end of each EVT week. There will be separate one for the teachers and students as the impact of the participation varies. The findings and the EVT design are shared by each of the participating organisations in their EU-national agencies forums to share the knowledge on the chosen learning methods. The model used in the planning of the activities can be reused and easily adjusted to be used in a national or international setting with student of any age or background. The methodologies can be implemented to other projects and supports the skills on recognition of learning outcome"

"""What are you taking along with you?"", this is what one of the first pages of the St'ART Book asks. The St'ART Book is the logbook that students and teachers have filled in for each mobility of the Erasmus St'ART project. Someone answers ""fear"", someone ""hope"", or ""desire to meet people"", ""desire to escape”, someone else freedom, knowledge, curiosity. ""And what do you bring home from this experience?"" is what the final page of the notebook asks instead: the answers - both from students and teachers - are enthusiastic, they speak of energy, vitality, courage, greater self-confidence: ""I come home, but I feel changed "", says Alice, ""I feel richer after this week"" writes Barbara (a teacher), ""I want to travel again, meet new people, visit new countries"" is what most of the Icelandic, Italian, Spanish and Portuguese students write.The project, carried out between 2018 and 2020, called four European cities - Pistoia, Reykjavìk, Porto and Bilbao - and their artistic high schools, to discuss the theme of art with regard to the city, in the belief that art is a means of social change, it constitutes a common good. In writing the project, we were guided by the ""Bilbao case"", the city that was literally reborn after an appalling crisis, thanks also to contemporary art and architecture. We therefore immersed ourselves in the stories, traditions, visions of our cities, highlighting peculiarities that inspired proposals for the cities themselves. The starting point for all of us was the survey titled: ""If I say city, what comes to your mind?"".In Bilbao we made a site specific intervention, inspired by female figures of local folklore, in Reykjavìk the nature that dominates the city has taken over: videos have been created that mix together sounds, photographs, paintings also inspired by the sagas of the territory. In the heart of Porto, the industrial district of Ilhas do Bonfim challenged us to propose new visual solutions, housing utopias, that resulted from photomontages and assemblages. Pistoia was supposed to be the conclusion of the project with an exhibition, a performance, a conference with politicians and contemporary art experts and, when the pandemic prevented us from carrying out this phase, we decided to transform the entire experience into the website, www.erasmustart.com, where we talked about our two years of work, CLIL lessons, discussions among teachers, exchanges among students, relationships among schools, languages, latitudes, different training and education.The main results of this project were:•The arrangement of a contest for choosing a Project logo among students of the partnership,•The design of gadgets promoting the project,•The creation of Power Points, PDFs, videos, stop-motions, pictures, designs, posters, architectural designs and models.•The provision of school corners dedicated to Erasmus plus: on the website of the schools as well as physically in some areas of the partnership schools.•The creation of an online Twin Space dedicated to the project.•The creation of CLIL lesson plans for the project as a resource for teachers and students.•The ad hoc publication of St’Art book: the book was used by the participants during their mobility as a logbook. It was also useful in the phases of monitoring and assessment of the project.•The creation of a Website, a Facebook page and an Instagram portfolio.The back cover of our St'ART Book shows Erasmus of Rotterdam in the engraving by Albrecht Dürer, 1526; from Erasmus we tried to learn and keep the spirit, in the belief that every project in his name must be aimed at the growth of people free from prejudices. St'ART, which brings along ideas of dynamism, enthusiasm and, of course, art, is based on the idea that culture and comparison can produce an open, peaceful, borderless and fearless world.Partner CountriesItaly, Spain, Portugal, Iceland"

Vocational skills competitions aim to develop the quality and attraction of vocational education and training. This project is designed to develop further a training program for the needs of the top skill workers that want to compete. Helsinki Vocational college has developed a training model for the practical nurses in a Nordplus Junior project which would now be tested in various professional fields and with a new partner group. The effectiveness and further development is based on the models of training of the partners and experiences gained in this project. The partner group consists of five colleges out of which three offer training in beauty care and three for cooks. Each of the partners are enthusiast in participating in skills competitions and want to improve the training they have to offer for the learners that aim to the top. The project layout gives students a chance to test their limits in a secure environment. 72 young talented students in Europe will test their competences in 5 training camps where there will be a three days Skills competition simulation. These project weeks are the key for the training and give the learners a chance to test how it feels to work with strict limits, with a time pressure and under constant evaluation. The training in the camps project layout allows the learners to learn more of their future profession in a natural way, by normal daily tasks formatted into cases which will work as the base of the project learning teaching training activities. As the learners will not only be the competitors but are also asked to work as judges for one another with a similar criteria as in the skills competitions, learners will have a chance to reflect the methods used in the tasks not only technically but also from cultural point of view. To support the study path of the top skilled workers varied pedagogical approaches are needed. Achieving top expertise requires goal-oriented and long-term preparation which regular vocational training offers few chances for. The purpose is to support the curricular development and learning methodologies so that student can complete a vocational qualification in a manner that takes into consideration one's individual needs, areas of emphasis and learning methods. The knowledge gained in the project aids each participating organization to plan and develop their path for the top-skilled workers as well as develop a common training model for the learners. The produced cases for competitions can be taken into daily use in the teaching but also can lead to use skills coaching as a pedagogical approach to general teaching. After this project the model of the training program and its suitability has been tested in different professions. This should secure that it can be implemented to any vocational qualifications the colleges offer.

"Recognising climate change as one of the greatest threats to life on Earth, the EU pledged to be the first climate-neutral continent. Aligned with this challenge, COCOON aims to promote positive changes in industry and education. A large-scale project to accelerate transfer and co-creation of knowledge in the field of biodesign and biofabrication, CoCoon brings together a team of experts belonging to 5 institutions, 4 from EU, committed to share experiences and develop new knowledge to contribute for a greener future. The project will identify suitable living bio-based solutions used to produce materials that replace fossil based materials. CoCoon will develop methodologies, pilots and test processes for teaching bio-design to educators and students at universities, vocational schools and life-long learners; systematise procedures for implementation in the curricula of different learning systems. The objective is to increase awareness of the most promising existing technologies globally and empower people to find alternative ways of making more environmentally sustainable products. It also advocates sustainable open access policy to workshops (green-labs) that enable the innovative use of bio-based products and materials. By applying a ""learning by doing"" methodology, the project will: a) map the state of the art of bio and green labs; b) identify levels of safety and define terms of use; c) propose a best practice guide defining goals and strategies for infrastructure, human and material resources, maintenance, and knowledge update; and d) transfer knowledge to a broader audience of trainers, learners, makers, and the market. In addition, Cocoon’s policy observatory will: a) map related policies and stakeholders; b) develop and validate through participatory processes; and c) transfer resulting policies propositions through workshops and recommendations."

"Teaching and training professionals has changed over the course of years. The importance of new technologies for educational practices is unquestionable and considerable amounts of digital tools are offered, presented and tested in schools every year. However, teachers and students seldom have the privilege to reflect over the effectiveness and learning impact of these tools. Teachers, pupils and school staff can easily find themselves as mere passive receivers in an always evolving world. Together with the constant and vast stream of digital solutions that teachers and pupils are exposed to, little or no pedagogical and didactic reflection follows. ""IT's the future"" is an international project which has as its main goal to deepen the expertise and knowledge of integrating new technologies into existing educational practices. The project aims to exchange practices for the implementation of new technologies in education. Hence, it aims to generate an arena where schools, teachers and pupils can apply new technologies in a critical and reflective way.The project is formed by a partnership of five European upper secondary schools (Belgium, England, Iceland, Norway and Spain) which are currently embarked in a full scale implementation of digital tools to their educational practices. Specific working areas are defined for the partners in the project. Heilig-Harthandelsinstituut Waregem, Belgium, will guide the partner schools into the exploration of ""gamification"" as a learning and teaching tool. Experience, expertise, and a thriving developer environment have determined the solvent background of this choice. Sykkylven vgs, from Norway will contribute with expertise on the pedagogical background of the most used digital tools for education. Close links to external partners such as Norwegian Maritime Competence Center and the Norwegian University of Science and Technology will strengthen the synergies generated by the project even further. San Fermín Ikastola, from Navarra, Spain, will share its experience and knowledge utilizing digital tools for the teaching of core subjects like Language and Social Sciences. This Navarran school is currently part of a vanguard attempt (the EKI project) for the replacement of all traditional learning tools with digital ones. The St. Margarets school Bushey in England and Fjölbrautaskólinn í Breiðholti, in Iceland, will introduce free/open software solutions to the partner schools. Both institutes are in the middle of a full scale digitalization program and it will contribute with expertise in managing and implementing the necessary changes for it. ""IT's the Future"" is a project targeting pupils of 15-18 years old and their teachers and members of staff of the schools involved. Many of the project activities will take place during the transnational school visits. However, the project is conceived to be a part of the normal academic year as well, ensuring a constant flow of outcomes through the whole project. In other words, the project will be integrated as a significant part of the schools' main study plan and thus the technological innovations and digital solutions and tools will be tested and integrated into the project and the curriculum to be used hands-on. In order to maximize the synergies generated by the school partnership, several external partners will be included to the project. The external partners of this project are sound developers and stakeholders within the field of digital technology and education. Moreover, in order to further strengthen and widen the insights of the theme, senior academic researchers are also integrated to several activities like seminars and workshops.Acknowledging the needs and challenges of our time, the methodology of the project will be based on an entrepreneurial approach. This project will open up an arena where five European schools will have the opportunity to meet, discuss, and reflect over the didactic tools that are changing the very core of the educational practices of our time. This way of thinking is taken into consideration when designing activities, defining concrete goals, and evaluating its corresponding outcomes. Thus, goals and outcomes of this project will deem the needs of a target group, whereas a clear strategy to communicate and evaluate its impact will be defined. Furthermore, the project has a strong focus on transverse skills and intents to cover and incorporate several school subjects to all activities and outcomes."