<< Objectives >>By embarking on this European Train project, we want to achieve the following objectives:- Improve the image of vocational education and become more attractive to learners and their families.- Develop the mobility of our young people from disadvantaged urban or rural areas.- Increase the image and appeal of vocational education.We also want to develop among our target groups our common values ​​of commitment and civic participation.<< Implementation >>We will implement the following activities together:- Development of project specifications.- Construction phase of the European Train.- Welcoming European partners for 3 weeks of joint work on the project, one week in each country.- Development of communication media on the European Train project.- Delivery of Train elements to RUFFEC (France).- Inauguration of the European Train in the presence of all the partners and the Rufféc population.<< Results >>The expected results are to see an increase in the rate of pressure to enter our courses, which will show the increasing attractiveness of our high school and the increase in recognition of the quality of the work of young people in vocational training.We also want to see an increase in the commitment of young people and staff to Erasmus+ mobility, which will prove the lifting of certain obstacles to mobility and the increase in the commitment of all, around common values.

This project will focus on good practices for environmental and climate challenges now & in the future. The partner schools cope with different challenges: Norway (sea pollution, droughts), Denmark (heavy rain, pesticides drinking water), Belgium (pollution cities, drought), Spain (forest fires, tourist pollution, drought). We use the 17 SDG goals of the UN.Our goal is twofold: identify the individual role in coping with these challenges & enhance a positive attitude towards the EU by showing the importance of countries working together.We include four European schools in Norway, Denmark, Belgium and Spain, three of which have participated in EU projects before and know the benefits of learning from each other. About 20 students per school (various backgrounds, ages, etc.) and 10 teachers (different subjects) will be included. All schools have their own expertise and good practices to bring. Kick-off will be the Joint Staff Training Meeting in Norway in October ‘20 to agree on rules, distribute tasks and learn about eTwinning (TwinSpace), Europass, etc. Four student exchanges are planned to do research, learn, discuss and come to new good practises: • Denmark, NOV ’20 - ’A Journey of Food in the Future’ • Spain, MAY ’21 - ‘Preserving Natural parks and facing drought, forest fires and tourist pollution’ • Norway, SEP ’21 - ‘The human factor and how can we contribute?’ • Belgium, MAR ’22 - ’From Sustainable food to the year 2050’. A final project evaluation will occur at the Joint Staff Training Meeting in Spain. ‘Responsibility for their own learning’ will be the primary methodology used, encouraging and engaging the students to take responsibility. Other methodologies include: making presentations, peer to peer learning in transnational groups, research, debate, intercultural learning, progress evaluation, workshops, educational visits, home assignments, collaborating on TwinSpace, etc. Students and teachers will know their role in coping with environmental challenges and contribute to a sustainable future through:· Understanding the importance of an EU-wide approach in tackling global challenges· Learning hands-on methods and abilities for use in their daily and professional lives· Newly taught expertise, knowledge, professional and managerial skills· Building relationships and exchanging good practices· Becoming ambassadors of the European and democratic valuesdisseminated through eTwinning, Google Drive, TwinSpace, E+PRP during and after the project. The exchange contributes to long-lasting benefits for skills and attitudes (e.g. language dexterity, critical thinking, …). Being hosted in families and working in internationally mixed cohorts helps discern other cultures and foster social competences. Project Communication Plan which is a concrete result of our project is a guideline for all future projects. The purposes of the board game, calendar, video and website are to keep on disseminating the results of this project in the future.

The goals of the project were to create an awareness among the German, Spanish, Polish and Danish students in terms of the specific environmental challenges the different partner countries have to cope with. Furthermore, the students learned from each other by working on the best practices, observation and analyses. Not only the environmental but also the economic and social consequences of these challenges were discussed. In our European context the number of natural catastrophes likefloodings, heavy storms as well as very dry periods have dramatically increased in the last decades and all these phenomena have also led to an economic damage which has caused a serious imbalance in the economic and social systems on our continent. The challenges we are confronting were used as the starting point of a basic understanding showing the way to an awareness that something has to be done not only by governments and businesses but also by the individual. The students were encouraged to take responsibility. The wish to live in a Union which guarantees a safe future, the common goal was to involve our students in learning about the different approaches towards environmental problems which are embedded in a tense and complicated political situation - a challenge for every European citizen. A fundamental approach of the project was the comparison of strengths, weaknesses, opportunities and threats of predominantly environmental issues in the participating countries. Another important aim was the contact with other cultures as a basic key in the learning of a foreign language as a means of communication to bring us closer to one another. At the same time we encouraged the students to enhance their digital performance by using different tools like social networks. We profited from this so-created open-mindedness which allowed a critical reflection not only on our own culture but also on the European one. Let alone each partner’s school enriches its own community. A joint website was be created for the students to put their findings and conclusions, both during cross-national meetings and during the work carried out on a regular weekly basis in all participating schools (https://erasmusxplus.wixsite.com/website). The large network of European schools gives opportunities to less experienced and experienced schools to share and transfer knowledge and to join together a considerable number of students and staff in order to widen their horizon.

All participating schools are interested in spreading the idea of Europe at the time of tumult and change, and we all want to contribute to the increase of European awareness, as well as language and intercultural skills among our students. The objectives are to make students more aware of what different faces of Europe look like, how the EU offers them a multitude of opportunities to live and study abroad, to offer them chances to practice and improve their skills in many different European languages and to gain personal growth by spending time abroad in a two-month student exchange. The different activities included are 1) the training of school staff in the use of digital tools that make it possible to have international cooperation at school without leaving the classroom, so that a maximum number of students can participate in and benefit from it. The teachers will then incorporate different activities into their lessons in which students from different corners of Europe in the participating schools will get to interact with each other through the sharing of videos, slide presentations and in video conferences. 2) Long-term student mobilities in another country, so that the students will live in host families and attend the local participating school, learning about another culture and getting to use and improve their language skills. 3) Short term teacher exchanges when teachers accompany the students on their long-term mobilities and when they have a chance to perform a job shadowing activity and to discuss with colleagues from another European institution. 4) A short term study visit to Strasbourg, to the heart of Europe, to learn more about the working of the different European institutions situated there.In activity 1) the number of participating teachers is 2 from each participating school. The idea is for the individual teachers to become more confident in the use of different digital tools (eTwinning included) and also for them to spread what they have learned in their own institutions and encourage other teachers in their use. When the teachers are able to use these digital tools, they will then be able to incorporate Me as a European themed activities into the lessons so that as many students can participate in the project as possible, even if they don't participate in the student mobilities abroad.In activity 2) the long-term mobilities, 1-2 students from each school will participate in it a a time and spend a two-month period in another school, preferably in a country whose language they have studied at school. If they haven't studied the local language (for example Finnish or Czech), then they preferably will have studied one of the languages taught in the receiving school so they will gain the maximum benefit from their exchange. The host families, as well as all the students and teachers who come into contact with these exchange students will all gain from the experience by increasing their own intercultural awareness and learning about different countries and cultures.In activity 3) one teacher will accompany the students on their way to the long-term exchange and will also participate in a job-shadowing experience. In activity 4) two teachers and two students from each participating country will attend a short term exchange to Strasbourg.The methodologies used will include sharing work done on videos or slides or in discussions in live video conferences in the classroom, language and culture immersion in the case of long-term mobilities, job shadowing in the case of teachers and a study visit to European institutions in the case of the final short term exchange.As a result of this project we hope to have made our students more aware of their identity not only as Austrians, Czechs, Finns, French or Spaniards, but also as Europeans who are able to better understand and appreciate the differences and similarities between countries and nationalities across Europe. This will make them better equipped to enter the European labour market as they will have gained skills that are needed in intercultural communication and co-operation. We also want to offer our students a chance to improve and deepen their language skills not only in English, but also in other languages, such as French, German, Russian, and Spanish. Hopefully participating in a long-term mobility will spark an interest in the participating students to live and study in other countries in the future as well. And finally, we want to improve the understanding of how European institutions work by bringing teachers and students to visit them in Strasbourg.All participating schools are happy to share their knowledge gained during the organisation of long-term student mobilities, which haven't been very common so far, in order to encourage other institutions to incorporate this activity into their syllabus as well, since the school curricula must evolve with the times to better serve the needs of tomorrow's Europe.