The project will stimulate the student's awareness of sustainable development through the use of renewable energy sources and conscientious energy use. It will also explore and familiarize the energy situation in the world, Europe and Croatia, provide an overview of energy resources, their use and their constraints.Nikola Tesla was a citizen of the world - so is a great contribution to humanity. He actually marked the beginning of global electrification of the planet. He was a great ecologist, very concerned about the fact that people are spending too much on the resources of our planet, which has been fueled by renewable sources of energy. Therefore, we decided to dedicate the project to the scientist Nikola Tesla, his life, work and inventions. It will be another way of linking the content of physics, energy, electrical engineering and ecology. The aim of the project is to acquire skills and key competences using digital technologies and tools, and is planned to be achieved through the processing of environmental and renewable energy sources. Through teaching and project activity students develop different types of functional literacy and build personal and national identity. This goal is to bring students closer to self-learning activities - collect, choose and process data, think, conclude, discuss and present the most impressive way of teaching, take care of the time that you have to be interesting and compelling. Project activities can be carried out within the teaching of physics, energy, ecology, electrical engineering, foreign language and information technology. The age of the students in project is 15 to 17 years.Education and co-operation will be realized through the search and creation of films on power plants and renewable energy sources, the development and exchange of digital content through web 2.0 tools (quizzes, presentations, online games, brochures). Through our transnational partnership, we will also cooperate with local associations and educational institutions. The project will enable the expansion of knowledge from the STEM area, and enhance motivation and interest. Through the use of IT tools, students will develop digital competencies, critical thinking, and problem-solving skills. Along with the development of communication skills and teamwork, they will have the opportunity to experience intercultural environments and to get to know different cultures, as well as to improve the knowledge of English in real-world situations. With the development of self-confidence, students will develop awareness of ecological problems and the importance of their solution.The workshops will make it possible to popularize the teaching of natural sciences through experiments and independent research, to encourage and develop the interest in studying science, to enable students to better understand the nature of natural and physical legacies. The research type of teaching will be popularized, the development of independent access to scientific content as well as the interest of research work. The project will boost the interest of young people in science and careers in science. It will increase the interest of students for the STEM and ICT group of subjects, increase their success at state maturity and increase the number of students enrolling STEM and ICT studies and hence their employability. With this project we want motivate students to access more difficult subjects (eg physics, electrical engineering, energy, foreign language). We want to design new learning patterns to facilitate the learning process and reduce the dropout rate. Through the project we will show a practical link between some theoretical themes and reality, develop skills such as teamwork, adaptability, mental agility, problem solving. We will implement communication skills starting from the basic understanding of all partner languages; promote education-oriented, student oriented and relevant to everyday life-based education. By project we make teaching of physics, science, electrical engineering, energy, business studies and foreign languages in secondary schools more accessible, more interesting and more applicable. We share our best practices, strengthening cooperation between high schools and institutions important for energy and ecology and exchange of good practice at European level. We expand the potentials of social networks (Facebook, Twitter ...) and platforms (eTtwinning, Google apps) for teaching, sharing and learning. Open educational resources as a result of our project will be available on the project website and can be used by other schools as well. The project will result in new extracurricular activities in the field of ecology and energy. The results of this project will be incorporated into the strategic and development documents of the institution.

The project STEPS4Schools deals with aspects of the UN Sustainable Development Goals (UN SDGs) that should be introduced and promoted in the course of the project. In a first step, the aspect of sustainable tourism shall form the general topic for implementing aspects of learning business English, improving entrepreneurial skills (as marketing, tourism and project management), applying ICTtools and cooperating in an international group. In a second stage, the range of topics will be enlarged by dealing with further Sustainable Development Goals that will be chosen by individual schools on the basis of local requirements and topical interests. The 6 schools involved all have a vocational background although their profiles differ. By means of that, each school can contribute a specific approach to the topic and take care of a particular field of interest. Most of the teachers involved have a lot of experience in carrying out international projects and can contribute a lot of knowledge in various fields.The main aims of the project are to teach students about the UN SDGs. They should be made aware of the problems facing our planet but also that there are solutions to these problems. By pursuing these Sustainable Development Goals students should be enabled to make a valuable contribution to improving environmental, social and economic aspects of our societies and to pursue practicable solutions to challenges on different levels. Already as students they should be put in a position to assess information, evaluate reports and take responsible decisions for our future.Devising concepts in one concrete field - sustainable tourism - they should come up with practicable soultions that can be tried out and implemented in practice. The project shall empower them to gain the necessary skills and knowledge in order to be able to act as responsible citizens and take fact-based decisions. These are qualities that will also be important in their future professionsl lives.Furthermore, this project will also demonstrate that nowadays occurences have a far wider scope beyond the borders of the European Union. In an ever more interdependent world it is necessary to look beyond boundaries and be open for worldwide developments.To reach these goals of the project students will be invoved in various learning processes. They will increase their language proficiency in English, but will also be challenged to translate brochures and other content material into other languages or seek help from people capoble of that. This is necessary because of the internationalisation of toursim which calls for addressing touriists in their mother tongue.They will gain enhanced IT knowledge that will be needed for sourcing information, implementing tasks and disseminating project results. One special aspect in connection therewith will be the documentation of certain steps of the project, filmed material about the final results and the appropriate provision of this material for further use by stakeholders and other people interested. This will take the usual dissemination process one step further than previous projects and calls for speciel equipment and knowledge about application of videotaped media and related productions.On top of that, they will have to build up cooperations with stakeholders like travel and tourism representatives and other stakeholders involved in the field.They will have to learn how to organise and market events and projects and finally evaluate the outcome of these.Working with people not known to each other before and with disabled and disadvantaged people will pose a challenge, but also a great chance of learning both on an emotianal level and on an intercultural level. Finetuning touristic concepts to customers´ needs requires a lot of knowledge about certain aspects of culture and habits, therefore the exchange of knowledge and ideas on an international level between students is of utmost importance. The experience of working in an international group on a level of strong cooperation will provide invaluable experience for the students´ future lives and put them in position to act in an appropriate way. (We know about this aspect from previous project, where the compulsion to work together on an international level has proved very vital for the project.)All in all, the project will offer a valuable contribution to societies in Europe and supply workable solutions to various problems.

The project VET4SCAPE was a project for Higher Vocational Schools and wanted to improve the quality of that education. The title of the project refers to Vocational Educational Training for Skills, Competence and The Practice for the Economy. A similar project has preceded this one, the experiences from that project were implemented in this project. We implemented aspects laid down in the Declaration of the EU Ministers in charge of Vocational Education and Training for the period 2015 - 2020. (Riga conclusions 2015)There were basically 3 pillars on which this project was built. 1)The central part was to form junior companies in order to get hands-on experience with economic activities. The students gained experience with JA firms by planning and running these firms and exchanged their experiences with junior firms from the partner schools. Thus we will stimulated creativity, innovation and entrepreneurship for their further careers. They got a certificate for participation in the junior achievement scheme. The firms were presented during a short term training event at the end of the project period. The goal was to strengthen entrepreneurship, especially in countries where it is difficult to set up a start-up company. 2) A second aspect dealt with enhancing the competence in Business English. Students trained certain topics to go in for an LCCI (London Chamber of Commerce and Industry) certificate. On these topics the students went in for mock exams, which improved their abilities to communicate, negotiate and act in a confident way in an international business environment.3) The third pillar was to strenghten the students' transcultural competence and ability to cooperate in an international team. For that they compiled a list of advice about do´s and don´ts for particular countries for which they needed to cooperate internationally. To be successful in business you must know the mentality and the background of a culture of a country to be able to succeed.In a globalised world it is necessary to prepare our students for international activities as soon as possible. In this project students and teachers had the opportunity to get in contact with people from 6 other schools both directly and online.The project targeted students and teachers from 7 VET schools in the project countries and stakeholders in connection with the schools (companies, local communities, parents, supporting organisztions like LCCI and Junior Achievement). The teachers involved in the project had the opportunity to obtain further knowledge and competence through professional development. As economic activities are no longer limited to the national level, it is necessary to prepare the students for these activities on an international level and, therefore, we cooperated across borders (comparison of legal aspects for starting a business, salaries, educational systems, cross-border trade, etc.) The results were made available to any interested stakeholders both on the VET4SCAPE eTwinning platform,and on the project website https://vet4scape.wixsite.com/erasmusplus. Furthermore, we offered the results in teacher´s groups on etwinning (English as a second Language, CLIL) to gain as much publicity as possible.The main aim of the project was to get graduates who have undergone hands-on practical experience in the running of a real company and who have learned to cooperate in an international team. Furthermore their knowledge of business English has improved above average knowledge and the transnational competence has enabled them to behave and act in an appropriate way in business and regular day-to-day situations in project partner countries.

•The project ESCAPE is aimed at increasing the skills and competence of the students of the schools taking part in the project. This will be acomplished by joining students in international online groups to work on specific topics. We will also apply for being accepted as a project within the EUSDR (PA 09).•We compared curriculums from different countries to work out new teaching and learning materials for the subjects English, Geography, ICT, Business Studies, Ecology, Economics and Business Behaviour with a view to creating something like a curriculum for a Business Academy for the Danube Region. We offered students certificates for tasks and competitions they did take part in. We came together at training events where we dealt with 7 topics (transport, energy, environment, education, economy, tourism and employment). We tested the newly developed teaching material both at our own schools and in international groups during training events, and evaluated the outcome with the students involved. We investigated job creation schemes alongside national action plans. The outcome of the whole project should be better job opportunities for our students due to the international approach of the activitiesObjectives• Fostering tourism in each country• Learning to present assets and a create a positive image of your country• Getting involved in economic aspects, like promoting package holidays or certain local products• Learning how to fill in application forms • learning about job opportunities abroad – where to search for and where to find a job opportunity (e.g.on the EURES portal)• Increase in language proficiency• Intercultural learning in an intercultural team• Support for better integration into the EU• Raising awareness for people in need and supporting measures for charity projects • Transfer of educational knowledge by passing on teaching materials• Learning basic words of language of project countries and producing a basic guide for tourists • we learned how to fill in booking forms • we compared curriculums in different countries and try to pass on contents that work well to be adopted by the others. We offer this material also to other schools• we worked together with local chambers of commerce • we fostered an exchange of cultural aspects between the countries involved• each school got in contact with tourist information centres to source information about the region in languages of the partner schools • During each training event we learned some basic phrases of the local language.* We established a PR/dissemination group to make the results of our work known* On top of the multilateral meetings we held one training event just for teachers for special evaluation purposes and job shadowings and future sustainable plans for the time after the project meeting.* we worked with eTwinning, where we also integrated a school from Ukraine* we focused on the Danube Region for the cooperaton of further schools from further countries* by that we wanted to expand our activities beyond current EU countries and link up with candidate countries and others in the region* we were accepted as an official EUSDR programme project* we created awareness for the importance of the macro-economic Danube Region* we aimed at helping integrate economic activities in the regionWe communicated by • Bimonthly newsletters• eTwinning • a website created for the project* email and skype•Number and profile of participating organisations; 6 funded and 1 linked via etwinning•Description of undertaken main activities; (see training events)•Results and impact attained; (see European Project Results Platform)•If relevant, longer-term benefits.( we have a pplied for a follow-up project)

"Inequality in education is a rising problem in many EU countries due to various factors: the main obstacle for children to meet the expectations of schools is the economic and educational background of their parents, not the fact that they have a migrant background. But mainly migrant children face disadvantages during the lockdown. In our project, we try to not only reduce the negative impacts distance learning has on the equality of chances in education, but rather use it as an opportunity and provide special training and tools to teachers to better understand their students’ needs.Teachers tend to have a negative perception of the performance and the behaviour of migrant children, which leads to a continuous downsizing of their talents and options as they still don’t receive appropriate training to deal with diverse classrooms. To remediate the negative impacts of distance learning for underprivileged children and to strengthen them in a new situation of online and blended learning, it’s not only important to go for digital literacy education and for adapted online learning tools but also for a steady training of teachers and educators in dealing with discriminating patterns and for an analysis of teachers’ expectations towards parents’ support.The project brings together 4 organisations from Austria (Südwind), Italy (ProgettoMondo Mlal), Spain (Association Madre Coraje) and the UK (Gryd Ltd.), experts in providing innovative tools for global citizenship and digital education, and 4 secondary (higher) schools (HAK 1 Linz, BSBK Vienna, Istituto Sanmicheli Verona and Ergos Sevilla) who will participate in the project, mainly with a team of 2-4 teachers and educators each. The main target group are the teachers who work in secondary schools with high diversity and with pupils of poor economic background. In the long run the project outputs will be available as multilingual OER for teachers all over Europe. DigiEdu4All also targets disadvantaged learners and their parents as beneficiaries of the pedagogical action.The objectives of the project are the development of digital pedagogical competencies of educators, enabling them to deliver high quality inclusive education in a setting of blended learning, taking advantage of online tools and flipped classroom settings. This learner-centred approach gives room for participation in the whole learning processes and with a strong accent in the empowerment and strengthening of disadvantaged learners within the educational system. Educators and students get curated information and tools to enhance learning and improve digital literacy and the implementation and evaluation of inclusive activities for inclusive teaching.Therefore in a process (research, draft, pilot, feedback, final version, evaluation) of extensive exchange and mutual learnings 4 intellectual outputs that will be available as free online resources on the DigiEdu4All web platform in the final stage of the project will be developed. (1) a didactical handbook “Digital learning with no one left behind” on inclusive digital education as a printable online publication (ca. 50 pages), primarily addressed to teachers and parents from secondary schools across Europe.(2) an online training course for teachers “Strengthening digital readiness giving voice to ALL pupils”. Content of the 6 modules is non-discriminating digital education, digital and media literacy, analysis of discriminating patterns, participatory methodologies to strengthen self-esteem, ownership and active citizenship. But there will also be a module on parental engagement and on the use of the evaluation tool for inclusiveness (IO4) as part of training. The course will be tested in a blended version in Austria.(3) a multilingual Open Education Digital Literacy Platform "" DigiEdu4All "" with Toolkits and a Lesson Creator that provide educators and students with curated information and tools to enhance learning and improve digital literacy can be used across Europe. It will contain tools for teachers and students and rich media lessons created by partners and the wider education community.(4) a toolkit to evaluate the inclusiveness of digital and blended teaching units based on methodologies consistent with Global Education, composed by a manual for teachers and educators on how to evaluate inclusiveness and a web app “digital glasses” to test the evaluation tools and to foster its application by teachers (beyond the project).Beyond conceiving, testing and evaluating these tools the partnership will strongly be involved in disseminating the innovative tools among teachers and educators across Europe. An important impact of the project will be a deepened knowledge and understanding within the Educational Community about the linkedness of an inclusive approach in online education with a critical and caring way of thinking and learning to tackle discriminating patterns, offering tools to sharpen the skills and the attitudes to do so."