Проектът напълно постигна заложените цели. Всички участници работихме заедно за развитието на трайни знания, свързани с историята и културата през периода на Просвещението 18 – 19 век в страните на партньорите. В хода на дейностите използвахме иновативни методи и онлайн платформи за развитие на мултидисциплинарния подход в ученето и преподаването, използвахме играта и драма техниките като образователен инструмент, извършихме проучвания и анализи по темата на проекта. Това, което постигнахме с множество разнообразни дейности е, че дадохме възможност на учениците сами да открият и усетят връзката между миналото и настоящето, съответно настоящето и бъдещето. Избраният за изследване исторически период на Просвещението (17-19 век), показа на участниците културното и историческото развитие на европейските народи. Проектът ги информира и убеди, че културно-историческото наследство на различните страни е важно не само за отделната страна, но и за цялото човечество, затова трябва да го ценим и съхраняваме. Дейностите по проекта създадоха благоприятни условия в мултикултурна среда за възприемане и осъзнаване на информацията за културно - историческото наследство с неговите специфики, общи и индивидуални характеристики на избрания период във всяка страна партньор по проекта. Учениците разучиха и представиха интересни факти от техните страни, запознаха се с живота и постиженията на значими личности от избрания исторически период, което изгради у тях гражданско отношение за опазване, представяне и предаване на бъдещите поколения на тяхната култура и история. Чрез проекта участниците развиха в значителна седмица своите дигитални умения. Цялата информация по проекта е съхранена в дигитален вариант. Налице са създадени споделени онлайн папки на платформата Google Drive и в One Drive на платформата Office 365. Дейностите по проекта са отразени и на платформата eTwinnng в проекта „Let’s Feel The Might of the European Historical Heritage“. eTwinning проектът заслужи Национален знак за качество от Националните агенции в България и Испания. По-късно беше удостоен и с Европейски знак за качество. Последната мобилност по проекта се проведе успешно в онлайн формат. За целта бяха използвани виртуалните стаи в Teams на училищната платформа на ПМГ „Акад. Боян Петканчин“. Това даде възможност за пряко включване на повече участници. За всеки от петте дни на виртуална мобилност записи в Teams. Този проект създаде умения за използване на мултидисциплинарен подход в училищата, драма техники в обучението, изследователски и игрови подходи. Това от своя страна допринесе за развитие на увереността на учениците да се учат и творят в необичайна тренировъчна среда, умения за работа в екип, ориентация и мотивация за живот в среда, различна от собственото им семейство и дом. Дейностите по проекта бяха в подкрепа на компетентностите по английски език като работен език и при използване на различните онлайн приложения. По време на проекта се осъществиха културно-обучителни посещения на различни исторически забележителности, с което всички участници увеличиха интереса си към историческото наследство на съответните страни. Посещението на исторически забележителности разви тяхната емоционалната интелигентност, пренесе ги в епохата на Просвещението и ги накара да анализират връзката между миналото, настоящето и бъдещето в исторически план и на международно ниво. В резултат са създадени множество презентации, видеа, обучителни игри и дигитални книжки. Получените резултати от проекта са публикувани в сайтовете на училищата-партньори, на платформата eTwinning, в сайта на проекта, на споделените дискове. Те бяха представени по време на Регионален eTwinning семинар в град Хасково и по време на международна eTwinning онлайн конференция „Digital Competences“, организирана от Българската Национална агенция.

"Our Erasmus+ project is called “In CC : in Contact, in Culture”. Beyond the promotion of the linguistic and cultural richness of the European Union, our project stimulates creativity and develop cross-cultural competences. It also aims at remotivating youth mobility in Europe, especially in the context of the Covid-19 crisis.The project, which will take place from May 2021 to April 2023, will link 5 schools in 5 different European countries: Lycée Alfred Mézières in France, I Liceum Ogólnokształcące im. Adama Mickiewicza w Sulęcinie in Poland, IES Cantabria in Spain, Convitto nazionale Mario Cutelli in Italy, Klara Teoretiska Gymnasium Vallgatan in Sweden. The language of communication will be English but an introduction to the 5 languages of the countries is also planned so as to enhance plurilingualism too.Our project will reinforce cross-cultural comparison by combining digital contact via eTwinning and physical contact via the learning activities. Our exchange project will thus be hybrid.A kick-off transnational meeting in Spain, in May 2021, will involve the teachers of the project and will enable them to organize the final details of the project.Five learning activities will take place, involving short-term exchanges of groups of pupils aged between 15 and 17 years old.Each mobility will gather 32 students, along with 10 teachers:- in October 2021 in Poland;- in January 2022 in Sweden;- in April 2022 in Spain;- in November 2022 in Sicily;- in March 2023 in France.During the learning activities, students will learn more about mobility opportunities via a conference. They will also collaborate and exchange through multinational workshops. Finally, they will develop their European citizenship and will experience a new culture by sharing their cultural backgrounds and their local cultural offer, by sharing their partner’s family life, by learning their partner’s language and cultural reality and by enhancing their knowledge about Europe.The project will lead to three creative productions:* the creation of a tool to encourage the mobility: a booklet composed of mobility sheets to present the different possibilities of mobility as well as tips to help preparing the mobility. This tool will be available for all students online on the schools' website and in a ""mobility corner"" in each school.* the organisation of a ""Mobility Fair"" (an exhibition along with talks) in each school so as to give information and motivation to all the students of the schools and other local schools to take the first step abroad.* the creation of videos promoting the partners' country, culture and local cultural heritage.The objectives of this project are manifold and have different targets:- for students: higher self-confidence, in English but also on an interpersonal level (development of linguistic and communicational skills) / development of transversal and intercultural competences / development of ICT and creative skills / learning about the cultural heritage of each country / better awareness of European citizenship and better knowledge of the European Union.- for teachers: professional development through new teaching methods and through the discovery of other school systems / discovery of the cultural heritage of each country / development of intercultural and English skills.- for schools: a stronger dynamic inside the school (thanks to team work) and outside the school (better visibility and attractiveness thanks to the disseminating work)."

<< Objectives >>The REMATT project aims to use digital technologies to provide innovative and modular distance learning for tutors in companies and tutors in education and training institutions. REMATT will prepare tutors to train and follow an apprenticeship and/or work-linked training abroad safely in a COVID world and with confidence. REMATT will connect 35 companies and company tutors, 21 educational tutors, 14 institutions and 14 VET organisations.<< Implementation >>The impact of the COVID-19 pandemic is felt at all levels of international mobility projects. REMATT is structured in 4 phases in which partners will contribute their expertise to address the urgent need to develop innovative strategies and tools. The results will be adaptable to other sectors, made available in open source & digital format in 6 languages and downloadable from the REMATT website and social media pages.<< Results >>REMATT will create distance learning opportunities for tutors from educational institutions and host companies. REMATT will also develop a Community of Practice model across the EU to connect target groups. The outcomes of REMATT will allow tutors to exchange and learn from each other's experience and skills. The results of REMATT will provide all the tools and skills needed to take part in distance learning!

<< Objectives >>Since the onset of COVID-19, there has been a dramatic reduction in the number of transnational mobility opportunities for learners across all sectors & low-skilled VET trainees in particular. PTMA aims to use digital technologies to prepare & accompany potential mobility participants so they have the confidence to take part safely in transnational mobility &/or in-person/hybrid work-based learning experiences.<< Implementation >>Our research showed that an overwhelming majority of young people aged 16-24 own a smartphone. This is where the idea for the PTMA project was born. We will create a multi-format ‘Personal Transnational Mobility Assistant’ smartphone app with customisable scenarios & solutions, access to key documents & one-touch messaging with identified contacts. We will also design multi-access interactive mobility preparation modules for trainees & a pedagogical guide for educators.<< Results >>All the PTMA results will be digitally based, open-source, available in 8 languages & tested by 48 learners & 16 tutors in the pilot studies across the 8 countries of the partnership. The PTMA results will be adaptable to other sectors, dramatically increasing the potential impact & underlining the cross-sectoral dimension of the project. In this way, the PTMA project provides innovative digital solutions aligned with the technology & needs of today without neglecting the experience of yesterday

<< Background >>The COVID19 outbreak is triggering unprecedented social & economic consequences – the most significant since the 2nd World War. We are faced with a ‘new normal’; a previously unfamiliar or ‘atypical situation that has become standard, usual or expected’, bringing established practices into question.The negative impacts of these changes have had disproportionate effects on VET providers & training centres with the result that staff often find it difficult to look positively to the future or prepare their trainees to access the job-market. The idea for JBSE comes observations of the current unprecedented situation & from discussions between stakeholders since September 2020. To test the validity of these observations & support the clear need for this project, the JBSE partners undertook a Needs Analysis based on dual-strand research. It is widely accepted that Job Shadowing provides a precious opportunity to step, outside day-to-day teaching practices, discover new approaches and adapt these new ides to improve the relevance & effectiveness of teaching through critical thinking’ (Poulet, 2019). Moreover, Trzeciak stated that ‘Job shadowing can strengthen the competencies of staff. establishing long-term cooperation’. However, our research showed that although 78% of the VET providers in our sample normally offer Job Shadowing for their teaching staff, 80% of them regularly send less that 5 staff members each year. In addition, all these organisations have currently suspended all physical Job Shadowing due to the pandemic. Furthermore, many indicated that it might be some time before they started offering in-person Job Shadowing again & that the initial number of participants would probably be lower than before the start of the health crisis.None of the institutions interviewed were aware of alternative pedagogical models for Job Shadowing. This underlines the urgent need to develop innovative forms of Job Shadowing for & with VET providers, teachers & trainers with learning opportunities to further develop the quality & relevance of their teaching & educational programmes.Regarding Virtual or Blended Job Shadowing, several institutions indicated that they had never even considered this possibility & that they would need help to set up this type of activity.The response of the teachers interviewed to these new opportunities was positive; 64% of trainers & teachers saying that they would be willing to take part in a Virtual or Blended Job Shadowing, although only 44% felt they had the necessary digital skills to benefit from it. This highlights the potential impact of the JBSE project because one of our objectives is to develop digital skills through a PERSONALISED DIGITAL SKILLS IMPROVEMENT PROGRAMME for all VET educators in our country-based pilot groups. The 74 questionnaire responses confirm that the results proposed by JBSE do not currently exist & clearly support the added-value of the models, guides & modules proposed by JBSE.JBSE partners work with VET providers & educators in their day-to-day activities. The results of the project would therefore be a valuable resource, which could significantly improve the quality of our work & thus have a positive impact on both VET educators & learners. Job shadowing can also be beneficial for management & administrative staff in VET institutions & our materials would be adaptable for other educational sectors, such as School, Higher & Adult Education.<< Objectives >>The primary aim of the JBSE project is to meet the challenges of the ‘new normal’ by proposing innovative Virtual, Blended & in-person Job Shadowing possibilities for staff & institutions from the VET sector & maximise the benefits.Among the Strategic Objectives are encouraging high-quality Job Shadowing between VET providers across Europe; improving the quality of the experience & encouraging future involvement. The sharing of best practice in the 4 partner countries will positively impact the quality & the relevance of learning provision to meet todays’ challenges. The Operational Objectives include designing a model for Virtual, Blended & In-person Job Shadowing & facilitate digital upskilling of VET staff through variable-access, interactive learning activities; undertake 8 pilot studies in 4 European countries; develop Communities of Practice & implement an innovative dissemination strategy relevant to the current context that emphasises the added-value of the project & the Erasmus+ programme.The project relates to ‘Increasing the attractiveness of VET’. Through interactive modules covering preparing, taking part in, valorising & hosting innovative forms of Job Shadowing, JBSE will ‘support the professional development of VET teachers & trainers’. Effective Job Shadowing is based on establishing & maintaining ‘long-term partnerships’. Ito reinforce labour-market relevance of learning provision’, The implementation of the JBSE Job Shadowing models will necessitate the ‘creation & implementation of internationalisation strategies for VET providers’. In this way, we will put ‘in place support mechanisms & contractual frameworks to promote quality mobility of VET staff’. Through the pan-European nature of the work & the virtual & in-person interactions between the Country Pilot Groups, the project will ‘enhance the ‘intercultural awareness & active citizenship’ of participants’.Our work will be linked to ‘VET providers, Chambers of Commerce & other relevant stakeholders along the different phases of the project cycle’, through Focus Groups, Evaluation Workshops & Dissemination activities.The project proposes opportunities to develop the most currently relevant digital competences identified as a priority in our Needs Analysis & thereby ‘address digital transformation through development of digital readiness, resilience & capacity’. JBSE will ‘increase the capacity & readiness of institutions to manage an effective shift towards digital education’. Our PERSONALISED DIGITAL SKILLS IMPROVEMENT PROGRAMME will contribute to the ‘development of digital pedagogy & expertise in the use of digital tools for teachers’. Our variable-access learning modules will ‘support the purposeful use of digital technologies in education & training for teaching & learning’.JBSE contributes to ‘innovation in vocational education & training’. Job shadowing involves sharing best practices, thereby addressing ‘teaching & learning processes through the development & implementation of new & more relevant teaching & learning approaches’. Networking & internationalisation activities play a major role in this project, notably through the end-user specific Communities of Practice that we will develop.Effective, structured Job Shadowing can ‘foster the development of social & intercultural competences’ & contribute to ‘raising awareness on & understanding the European Union context, common EU values, cultural identity, cultural awareness & social & historical heritage’.The project activities will be undertaken in line with the JBSE SUSTAINABLE DEVELOPMENT STRATEGY aimed at reducing the carbon footprint of the project to a minimum. For example, partners will prioritise environmentally friendly ‘Green’ travel to the project Transnational Meetings. JBSE links to EU initiatives & address all 3 pillars presented in the ‘Erasmus+ 2021-2027 Enriching lives, opening minds booklet’: inclusion & diversity, digital Erasmus+ & Green Erasmus+.<< Implementation >>The Work Plan for the JBSE project is presented in terms of Work packages & sub-tasks. essential for the success of the project, each partner brings a variety of skill set, taking responsibility for one or more specific areas within the project where they can bring the greatest added-value.Firstly, the partners decided that the working language for the project would be English in order to allow all partners to make a full & active contribution.The partners identified 4 time-related project phases using the ADDIE method. Phase 1: Initiation from Nov-Dec 2021; Phase 2: Implementation, Design & Development from Jan 2022-May 2023; Phase 3: Experimentation from Jun 2023-Apr 2024; Phase 4: Evaluation & Restitution from May-Oct 2024.Project activities were then divided into 5 WORK PACKAGES:, each coordinated by a different partner:WP1: Project Management; WP2: Implementation; WP3: Experimentation; WP4: Quality Assurance & Evaluation; & finally WP5: Sharing, Promotion & Exploitation Strategy.APRECA has produced a clear ‘Communication & Cooperation Strategy’, based on the JBSE Steering Committee with 2 representatives per partner. Partners will communicate via telephone, Zoom, Face Time, WhatsApp or email. All project materials will be uploaded & exchanged via the JBSE Dropbox account & APRECA will produce an JBSE Dropbox User Guide. A JBSE WhatsApp Group has been set up to facilitate instant messaging via a full range of platforms & the building of relationships between staff members involved in the projectThe main coordinating & decision-making processes will be at Transnational Meetings, strategically placed throughout the project, where time will be set aside to work face-to-face in sub-groups on the project results; Video Conferences every 2 months & Video Collaborative Sessions for the sub-groups working on the JBSE results. In addition, Individual Face-to-Face Meetings will take place at each Transnational Meeting between the project coordinator & each partner, plus 2 meetings between each partner & the External Evaluator.We will take into account cultural differences & needs of partner countries to produce fully adaptable models, guides & learning resources for effective implementation throughout the EU. We encourage exchanges between regions & between countries, between VET establishments & between VET educators. There is a cross-sectoral element to JBSE project through links to the other educational sectors, such as School Education, Higher Education, Adult Education & Youth. Our models, guides & interactive learning modules can be adapted for use in these sectors, thereby dramatically increasing the potential impact of the JBSE project. The cooperation between partners will facilitate the process of redesigning, refocusing & adapting existing tools & methods to the current rapidly changing environment. This will represent a true vehicle for promoting innovation & quality in Job Shadowing models, resources & opportunities at European level, in line with the European development policies. Situations differ across European countries & research done by partners in the 4 partnership countries before submission plus the continuing research that will be undertaken will be of value here.Teamwork between European partners allows a more comprehensive approach to needs & solutions, as it promotes a greater understanding of different realities, bringing benefits to the project in all stages of implementation in terms of quality of work & results achieved. The JBSE partners believe passionately in the concept of community of practice. However, our CoP model will not be limited to the local area but built around the entire European Area. Partners also believe that different generations have skills competencies & experiences which if shared with other generational groups, can increase learning & opportunities for employment.<< Results >>The JBSE project aims to produce tangible results. Firstly, the production of Pedagogical Models a Guide for Innovative Job Shadowing including remote, blended & in-person opportunities (R1). As partners will continue research to envisage future needs & adapt content to fit the evolution of the context& how it may affect our target groups, the precise contents will only be finalised during the Design &Development Phase. Secondly, the production of 4 Self-contained, Variable-access Interactive Learning Modules, each with adapted pedagogical methodology to maximise the benefits of job shadowing & facilitate digital upskilling of VET educators.The 1st module will be ‘preparing for job shadowing (R2). The 2nd interactive module will be ‘maximising the benefits during the job shadowing period’ (R3). The 3rd interactive module will be a ‘post job shadowing valorisation programme’, making the most of the opportunities provided by Job Shadowing (R4). The 4th interactive module will be a ‘guide for hosting vet educators for virtual/blended/in-person transnational job shadowing’ (R5).Our resources will be open source, freely downloadable in English & the 4 project languages. Users will be able to tailor the materials to the needs of specific target groups. This will empower VET educators & schools/training organisations by making use of the materials that we will develop in this project in order to make a concrete positive difference to VET learners. In this way although our main focus will be on VET staff our results will be adaptable for all categories of educators across Europe.Besides these deliverables, partners will develop a website, YouTube channel, social media pages & 2 end-user specific communities of practice to provide easy & varied access to our results. They will ensure maximum functionality & user-friendliness, allowing us to showcase success stories of participants & organisations. Further details in a later section.The Main Outcomes & Impacts of our project will be to firstly, upscaled competences & knowledge of best practice for VET educators leads to improved quality of earning provision. Secondly, upskilled adult educators & adult learners leading to more innovative & relevant effective creation & use remote-access/blended/face-to-face digital resources. Thirdly, increased knowledge of the Erasmus+ programme & funding opportunities leading to increased number of job shadowing opportunities. Fourthly, the provision of innovative materials & a working model thereby leading to organisations offering job shadowing opportunities to staff. Fifthly, increased numbers taking part in job shadowing leads to improved sharing of best practice leads to improved quality of learning offered to vet trainees & employees involved in in-service training. Increased vet staff familiarity with the benefits of international mobility leads to increase in the opportunities for trainee mobilities. This is a highly significant outcome as it is recognised by the French National Agency that VET staff can be the decisive factor which encourages their trainees from disadvantaged backgrounds to have the courage to sign up for a work-based mobility experience.Finally, increased awareness of best practice from across Europe leading to increased labour market relevance of learning provision leading to bringing the worlds of education & business closer together.As JL Mutte said ‘Job shadowing can benefit from advances in digital technologies & become a continuous part of good educational practice through distance exchanges & physical mobilities’. The JobShadowEur projects aims to make a significant contribution to this process.