BackgroundDue to technological developments and the internet, we are connected worldwide with people and information. We are facing tremendous global challenges, formulated in the UN Sustainable Development Goals (SDGs) and we need to prepare our young people in addressing them. The generation that we are now educating in secondary schools will face the consequences of these challenges like pollution, global warming, a growing economic divide and the displacement of an enormous amount of people. Due to the interconnections of these global challenges, we need to cooperate on local and global simultaneously levels to deal with them. Global citizenship, as responsible, self-conscious and critical citizens, is therefore also getting more important.Governments, societal organizations and educational institutes recognize the need to educate young people as global citizens. The goal of this project is to develop a programme about Global Citizenship Education (GCE) by creating a “Sustainable International Learning Community” called SILC. Through SILC our pupils get involved in global challenges at a local, national and global level and get a better understanding about social, environmental, and political issues which creates a field of tension between the individual and the collective.ObjectivesThe main goal is to co-create, implement, and evaluate a joint programme on global citizenship based on the SDGs and according to the guidelines of the SILC concept for the three participating schools.The objectives are:1. To design a coherent set of learning activities around one or more SDGs including clear learning outcomes and different forms of assessment that are culturally appropriate for different educational levels;2. To develop and implement a program for GCE as a coherent part of the curricula in the participating schools;3. To create a challenging international learning environment by implementing the educational concept SILC;4. To create a sustainable foundation for partnerships which are sealed by a MOU.Number and profile of the participantsOur target group is pupils in the age of 13-16 years. All pupils will be involved in the program, by participating in the exchange programme and school activities, such as projects and presentations. For the selection of pupils to join the exchange programme, the focus will be at criteria like a balance between boys and girls, attention for difference in level of education, and character and personal qualities to assure enough diversity within our teams. There will be four exchanges, each consisting of 12 pupils and four teachers. In total 48 pupils and 16 teachers will be involved in the exchange programme.ActivitiesEach activity is related to the SDGs with the main focus on SDG 1 (No Poverty), 2 (Zero Hunger), 4 (Quality Education), 5 (Gender Equality), 11 (Sustainable Cities and Communities), 12 (Responsible Consumption and Production), 13 (Climate Action) and 15 (Life on Land).Through the LTTAs intercultural competences will be developed, through assignments where pupils make vlogs and tell each other about their daily lives, how they live, spend their leisure time, and what your school looks like. The international orientation within the curricula will be strengthened by addressing the global issues highlighted by SDGs. The interactive workshops, assignments, a buddy programme, and assessments are just a few examples that are used to support the personal development of students and teachers.Methodology The three partner school are going to co-create the LTTAs and will involve highly motivated and active pupils, e.g. members of the ECO- and GSA-team in this process. All pupils at school will take part in various activities linked to the SDGs. The results of the activities will be shared through various creative ways ranging from vlogs, a website, and presentations. The international context of the project will enable pupils to enhance their language skills and experience different cultures. eTwinning will be very useful when teachers and pupils are preparing the LTTAs prior to a visit. To communicate with partners email, WhatsApp, and Microsoft Teams will be used, and documents will be shared via OneDrive and Teams.Results and impactA challenging learning environment will be created by involving pupils with global issues in their own (school) environment. These activities should result in more ownership and enthusiasm for GCE linked to SDGs and are going to be evaluated during, in between, and after the activities.Long-term benefits1. GCE is integrated in the curricula of the three participating schools;2. A sustainable partnership between the schools is established;3. SILC is established and more stakeholders are part of the SDG programme.

<< Objectives >>The aim of the project is to make the learning of horticultural automation more practical and attractive to students and adult learners. For schools, teaching automation effectively is a challenge. The research literature underlines that automation in agriculture is low compared to industry, which is highly automated. Low skills of staff are cited as one reason. It can be stated that graduates with better skills contribute to the optimisation of agricultural production.<< Implementation >>TaMi Automatics Ltd in cooperation with teachers from Räpina School of Horticulture, Zone College and Langenlois Horticultural School are developing a virtual greenhouse and training materials to support hands on learning. A virtual plant, developed outside the project, will also be integrated. Teachers will undergo methodological training, delivered by the Tartu Art School. Teachers and students from the three horticultural schools will participate in testing of the developed tools.<< Results >>As result of the project, learning horticultural automation will become more engaging for students and teachers. Students will be encouraged to experiment and programme different strategies, evaluate their cost-effectiveness and easily fix mistakes. After the project is completed, the virtual greenhouse and plant will be further developed, with more advanced features being introduced. This will be achieved by developing and implementing of the virtual greenhouse, teaching materials and training.

"The EU 2020 strategy promotes digital literacy, as does the 2013 Grand Coalition for Digital Jobs. The EU Lighthouse Initiative calls for more ICT-oriented qualification (corresponding curricula at all levels of VET). In the area of work-based learning, Digi4VET is closely linked to the efforts of the European Training Alliance and the Riga 2015 Conclusion, which calls for systematic approaches to the professional development of company trainers and teachers in work process environments become. EU policies respond to the evolution of digital technologies, as they transforming many areas of daily life. There is a need for areas where digital technologies can meaningfully complement existing activities. This particularly concerns learning in the process of work, since the need for digital skills is not immediately reflected in the professional development of teachers and trainers. This can lead to loss of authority and a deterioration in the quality of training. Further influencing factors are the recent and medium-term changes in job profiles in Germany, in the field of industry, trade and commerce. The aim is to anticipate the technological changes in the respective training regulations. The fundamental element is that the corresponding digital competences must be conveyed in a sector-specific manner so that trainers / teachers can keep up with the technological, educational and social development of the working world. The cross-border project ""Digi4VET - Qualification Requirements (company) trainers andVET teachers, in the frame of a developing Industry 4.0, Craftsmanship 4.0 and Trade 4.0"" will develop and test selected contents for the use of AR / VR / MR / 3D printing in teaching und learning processes in the field of chemistry, painting and floristry. The goal is to achieve a measurable increase in motivation among learners as well as to provide trainers and teachers with a new teaching method so that they can visualize especially complex issues. This is a contribution to a VOCATIONAL TRAINING 4.0. The qualification includes dealing with augmented reality (chemistry), virtual reality (painting trade) as well as mixed reality and 3D- printing (floristry). These new technologies have great potential as they enable new forms of teaching and learning. These new teaching and learning methods require appropriate teaching and learning concepts and contents, which are not available yet, to provide teachers and (company) trainers with the relevant skills. Only then appropriate application scenarios are conceivable in vocational education. There is pressure to act in particular for the job profile of the chemical operator, since from the 3rd quarter of 2018 content such as: digital work as well as company and digital communication will be added. A transnational online survey (2018) of the Digi4VET consortium, among 24 teachers / trainers revealed (ANNEX I) that 82%, are interested in thematical AR / VR / MR and 3D printing contents . They also claimed interest for relefant concepts for the use in the classroom and in the company. Since these are new technologies, they mostly prefer ready-made teaching and learning materials and demonstrations. Digi4VET will provide for (company) trainers and teachers: - Blended learning course for the use of AR / VR / MR and 3D printing in teaching and learning processes in the company/training institution - Training for use and content creation on various AR / VR / MR and 3D printing hardware - Object Database for Royalty-Free Use of Objects in the classroom (Augmented Reality, Mixed Reality, 3D Printing) - Best practices use in the field of chemistry, floristry and painters trade - Didactical guidelines for the use in the company and in the classroom Only the cross-border cooperation allows an EU-wide application in different sectors, as it explicitly addresses the needs of teachers / company trainers as well as students / trainees, regardless of the type of vocational training system of the partner countries in Digi4VET. The professional development of teachers / trainers is compared between the different industries. This would not be possible without the participation of institutions, in particular from DE, NL and BE."

The project 'CLEAN' has dealt with one of the central topics of our time: environmental issues. Although it's a well-known topic for the teachers, future generations will constantly need to develop their own environmental awareness. Through the framework of an international project, the students and teachers involved discovered how the environment is (next to the Sars-cov-2 / Covid 19 pandemic) the biggest global challenge of our time, and how solutions both can and must be found jointly with other countries. Furthermore, they became aware of the fact that whilst sustainable living is a global effort, efforts must also be made locally. Environmental education, concrete sustainable action, and environmental awareness were therefore the primary concerns of the project. The project group was composed of different types of schools from six countries (the Netherlands, the United Kingdom, Italy, Spain, Turkey, and Germany). Some of the schools work in integration, which reflected in the composition of the group involved in the project, with some having a vocational focus while others were more academically orientated. The age group targeted were students between 14-15 years old; the project group was put together with students of these ages. The student body was socially mixed, and the project also involved students from both urban and rural schools. Of course social inclusion was incorporated in composing the project group. The six schools had very different levels of experience with international projects. Some schools were already experienced in both Comenius and Erasmus projects, whereas others were getting their first experience through this project. Viewed as an overall group, the different experiences of the different schools complemented each other well. In the course of the two-year (because of the pandemic three-year) project, the pupils participated in numerous age-appropriate activities. Central to the project was the formation of an 'Eco Green Team' in each school and working on differing themes such as recycling, upcycling, and the use of natural resources. Further important parts of the project were making nature in need of conservation accessible, and creative work around the project theme. To achieve this, photo albums and videos were created, objects were made using recyclable materials, a song was composed and much more. In this way, the pupils learned how to properly use ICT and social media in real-life situations. Furthermore, the international nature of the project made it possible for students to enhance their language skills. At the same time they acquired respect and responsibility for cultural heritage in the different countries, experienced differences in culture, acquired respect for different habits and mannerism and learned to accept all differences. Above all, the project aimed to institute numerous changes to the participating schools through working together. The 'Eco Green Teams' During the project the student’s workgroups met among others with city or town councils. They had the opportunity to share thoughts about e.g. creating a more sustainable environment and dealing with waste with people whose profession it was to seek for solutions in this matter. Next to that the ECO teams worked in the schools to realize and start changing things. In one school they became a structural participant in the taskforce group that was working on a more environmental friendly school building. For instance, because of this participation normal light sources will be replaced by LED sources. Because of the participation in this project being aware of dealing with waste was aroused and became an integral part of the schools' lives. These results proof that each school individually is working on taking their environmental education further.