The project „Facing ARTS together“ is specifically an art-oriented project which will involve four European secondary art schools and it will aim at the development of three areas of secondary art education. The first of all is preserving our cultural heritage by capturing the lives of local artists in short documentary films made by students and by presenting these films to the wide public. The second area we will focus on is using art as a communication platform to address sensitive social issues topics. These topics are represented by the capital letters in the project title where A stands for abuse, R for racism, T for threats and S stands for stereotypes. During short-term student exchanges, students will explore these topics by creating various forms of art (photos, posters, multimedia artworks, spatial art objects, commercial art short films) in mixed international groups. The last but not least, our third area which we would like to deal with is secondary art education and the school curriculums in all involved schools and their countries. At staff training events and two short-term student exchanges, our teachers will take part in job shadowing observations and acquaint one another with their national secondary art education strategies and curriculums. Afterward, we will compare our teaching practices, highlight similarities and differences and, based on our findings, we will formulate the concrete proposal with recommendations for improvement and development of secondary art education in general. This proposal will be written and published in the form of the official report to the education authorities of our countries. To cover all these three areas of the project we will carry out four short-term exchanges of students and two staff training events with the participation of mostly art teachers and students aged 15 – 19 studying different fields of art. There will also be various before and after activities done on eTwinning platform with their main dissemination on social networking sites and the project website. By clearly defining areas of our interests, we aim at developing long-lasting cooperation between secondary art schools in order to improve their art education and teaching practices. It will also create opportunities for young artists and young people, in general, to share their passion, talents and, above all, will teach them the importance of expressing their opinions and views on society through the language of art. Documenting the lives of local artists will, apart from learning about our local culture, provide students with materials and thoughts to base their work on and to realise different paths of becoming an artist. The goals of the project will be materialised intangible outcomes shared and distributed among the public through various channels. We will publish the catalog of all artworks created by our students with quotes and students‘ opinions on four social issues topics which will serve as supplementary material to the English lesson plans (created by the English teachers of the participating schools) on these topics. The content of the catalog will also be offered to the public in the form of a touring exhibition for schools and other educational institutions. We also aspire to draw the attention of national educational authorities to our report on secondary art education improvement which will result from the detailed comparison of educational systems in involved countries.

The Project Art@Heart - Social Handcraft Experience is a strategic partnership to support the innovation of the adult Education branch, created and projected to answer at the extraordinary call “Strategic partnerships created to answer at the health emergency COVID-19” .The partnership is made up of Associazione Atelier degli Artigianelli (italia) as project leader, LAO Le Arti Orafe (Italia), Fondazione Spazio Reale (Italia), Escuela de Arte 3 (Spagna) and PIKC Liepajas Muzikas, makslas un dizaina vidusskola (Lettonia).The health emergency due to the pandemic of COVID-19 has harshly damaged the cultural and creative sectors and has restricted the way the people relate to each other.This project wants to improve the growth of skills and expertise that strengthen the creativity, promote the quality and innovation and support the adult’s creative potential, contributing to the resilience of the cultural and creative sectors. The project will reinforce the social inclusion through the arts, promoting innovative approach based on the intercultural and participative dialogue that relate education, training and the organization of cultural and creative sectors.The project has the aim to develop innovative results and promote the spread of the good practice to realize non formal training laboratories of artistic crafts, testing new distances manners (MOOC) on a subject, the artisan one, mark out instead of the modality purely in presence.The project also seeks to support the development of key skills and the knowledge of self-entrepreneurship.The project is intended to 10 adults for each organized laboratory by partners. If the participants were different from each other, we could consider that the total number of beneficiaries could reach 120, since the project involves the realization of 4 workshops organized by the lead partner, 4 by LAO, 2 by the Spanish partner and 2 by the Latvian partner. However, this is not to be considered a certain fact as some participants may decide to attend several different workshops.The specific targets that the project wants to reach are: the exchange of the good practices between the project partners regarding the ways of remote transmission of knowledge and skills; fulfillment of the guide lines for the planning of the practical learning opportunity in presence, or at distance, regarding the artistic craft topic; creation of practical training laboratories of artistic craft (blended way) in Italy, Spain and Latvia; invention of a MOOC form dedicated to self-entrepreneurship (multilingual, available to all the participants – with an open source issue available to a wide public); research and development of key competences, such as linguistics and digitals for adults, through webinars; promotion and organization of the artistic and cultural activities.This project wants to offer to the attendees the possibility to develop their own skills, increase the knowledge and develop the use of the TIC, encourage the learning of knowledge and the expertise for the personal progression in order to have a greater social inclusion, by a series of artistic laboratories in presence or at a distance. All these activities will have the purpose to enhance the participants’ curricula useful in the job market.The project also plans to raise the following impressions on the indirect recipient and on the communities:•Promote and encourage the creativity.•Offer social inclusion paths through the artistic expression.•Promote the continuous learning for adults while promoting the access to improvement skills paths.•Enhance the growth of ability and competence.•Support the use of digital devises, especially for adults (non digital native) •Raise the talent and promote the culture of the self-entrepreneurship.•Promote and examine in depth applied methodologies and techniques of non formal training, in presence and at a distance, in the artistic craft sphere.•Support transnational partnership.•Promote models and instruments to impart knowledges in remote modality.•Promote and organize artistic and cultural activities.•Support the progression of cultural and creative sectors.

"The project ""NEAR IN EUROPE"" or ""Networking: an Experience for Apprenticeship Reinforcement in Europe"" is a K2 partnership project - Exchange of Practices of Education and Vocational Training. It is part of a strong context:- At European level, the recommendations of the Council of the European Union of 15 March 2018 on a European Framework for Effective and Quality Learning (2018 / C 153/01) and that of 22 May 2018, on the strengthening of basic skills.- At the national level, as part of the vocational training reform, voted in 2018 and implemented since 1st January 2019 and aiming a higher number of apprentice trainees in vocational high schools.- At the regional level, it is precisely part of the new academic project 2018-2022 of the Dijon Academy called: ""Dijon: Learning Academy"" setting as a priority the internationalization of schools and training centres in Burgundy, a very rural region which is struggling to develop the European mobility of its learners.The objectives are to:1. Promote Europe for teachers and trainers in institutions and training centres, for young people for their future internships in companies and their family;2. Work on the networking technique to create a secure European network to build efficient relationships;3. To train and create teaching conditions and resources with a special focus on soft skills to support learners and all those involved in European mobility and internships.With the support and under the responsibility of the CFA of the National Education in Burgundy in charge of the apprenticeship in the DIJON Academy, the GIP-FTLV of Burgundy proposes an experimental project jointly with four European partners (Latvia, Portugal and Spain x2).The priorities are to develop a partnership that will support the creation and implementation of STRATEGIES OF INTERNATIONALIZATION and that will promote LEARNING IN THE PROFESSIONAL ENVIRONMENT by conducting specific work on REINFORCING KEY COMPETENCIES.The target group will consist of young trainees from vocational training, apprentices or other statuses (depending on the country), level V or IV and preferably minor (point identified as a barrier to mobility).Thus, each partner country of this project will select 6 young people (Total :6x4 =24), who will leave in groups of 2 on a work placement, called ""TEST MOBILITY"" in order to establish a diagnosis of the points to be improved and tools to be created for simplify and promote this type of learning in European companies. These ""test mobilities"" will be carried out in three periods and over two school years; they correspond to the learning activities of the target group.This project is an "" research-action "" that focuses on three areas of work:- Create a ""secure"" network and practice networking to expand it,- Train actors and young people to social skills called ""soft skills"",- Rely on three streams of ""Test Mobilities"" in European companies, to set up new procedures and new tools that can be used by all partners to promote mobility in the workplace.The main expected results are:- an guide to European mobility, for trainees and those involved in vocational training,- a collection of exercises and standard activities resulting from training or soft skills transfer sessions provided by the service provider (TalentCampus) associated with the project and the experimental high school requested on this theme (Lycée Stephen Liégeard),- a partnership charter validating the creation of the European network (+ name, logo, etc.) and- various complementary documents to the charter for educational and contractual information (legislation, bilateral traineeship agreement in European company, method of selection of beneficiaries, evaluation procedure, tutorial function, conditions for obtaining a diploma supplement, etc).- a communication support for the European network (flyer for example),- a collaborative workspace and transfer of results on partner's websites.The impact is also expected at the level of the commitment of the institutions and their teams and directly on the number of applications for internships in European companies by the future trainees.An assessment will be carried out on the soft skills training actions conducted with the teams and their impact on the evolution of teaching practices.For academic services and the CFA EN especially, this experimental action will make it possible to argue the orientations of the academic policy."

"3K*3M Partner from: School / university / teacher training / museum / music school / adult education work together. The common goal is the review of already existing and the creation and presentation of new creative approaches to digitization, including previous project results.Due to the forced lockdown during the corona phase, both educational and cultural institutions have been forced to find new ways of presentation, mediation and communication. When personal encounters - whether temporary or long-term - become restricted or impossible, it is important that pupils, students, museum and concert visitors, artists and the interested public remain in contact without breaking off the dialogue.This challenge is linked to technical possibilities and the ability to handle the corresponding software, but also to the digitization and preparation of content that can be worked on and discussed online. Neither of these is a matter of course. In many places, technical equipment has been upgraded, but the people who will use it in the future are not always up to the newly created possibilities. At the same time, it is important to prepare content in such a way that personal encounters, individual contact and feedback, and lively exchanges can be transferred to the virtual space. This also requires preparation, competence and the willingness to take such digital paths in the first place. Creating such modules is our goal.A presentation of already existing examples and the joint creation of new digital tools is the focus of the project work. Contents cannot be transferred 1:1, which is why the exchange between experienced partners is important. It is also intended that the project work will simultaneously result in a further training course, but this is not the first priority.If we want to remain in contact with the various target groups, if learning, study, training and teaching processes are not to be abruptly terminated, then we must be prepared to be digitally prepared enough to be able to digitally convey individual modules, presentations and possibly even entire seminars and teaching units. If culture is not to fall into a deep slumber, then art, music and literature (theater) must find ways of digital presentation and presence. Individual digital passages can be incorporated into analog processes - for example, when it comes to vocal passages or dialogues. Here, various stages and concert halls have developed excellent examples in recent months.The project team is broadly based with experts from the fields of education and culture in order to respond appropriately to the challenge. We work together in a partner group that has a good foundation in blended learning, modularization and digitalization. Our aim is to create common digital formats that can be used in the different institutions - and beyond. The Kadriorg Museum in Tallinn not only wants to present objects and provide information about them, but here the virtual museum visit should also be a ""visual experience"". The Music and Art School in Liepaja will not only present individual concert pieces, but also create first steps for music workshops online. The methodological-didactic center in Bratislava has already developed digital formats in the summer of 2020 to continue teacher training online and to offer teachers support for their own online lessons. The Westfälisches Forum works closely with the Westfalen-Kolleg Paderborn, which has been offering the ""Abitur Online"" course for over 15 years. Here 50% of the lessons are digital. The platform work is constantly maintained and expanded, so that a good pool for development and adaptation can be used. The Foreign Language Institute of the University of Kaunas supports the group by using different language modules and the participating schools in Ghent, Gothenburg, Liepaja and Paderborn test and try out the different new modules,. The University of Liepaja participates indirectly, as the Department of Pedagogy cooperates with School No. 7 and the Art and Music School. Teachers work as lecturers at the university. Our co-opted partner in Moscow, the State Linguistic University with a propaedeutic program, will also develop and translate modules. This makes sense and is helpful because Liepaja and Tallinn have a relatively large Russian population, and students with a migration background also study at the Westfalen-Kolleg. With the developed, documented and commented materials, a further education course is to be designed. Presentations of the results will take place in May 2022 /2023."

"We are alchemists. The world and Europe are opened to diversity, difference and innovation. This world has acquired a globalized space which shelters assemblages of inspirations, but also sometimes merciless confrontations with the weakest in Europe or the emerging countries of other continents. Facing these changes, each country frees itself from new areas of production and consumption, each society opens unknown territories and invests with codes, precepts and resolutions, each school is moving in an unprecedented mutation, to express professional but also citizen learnings in this new technological, economic, cultural and ethical environment. No one can reasonably live with conservative, bloodless and compartmentalized approaches. The changes that Europe and the planet are experiencing are in fact permeable to the educational processes in each of our countries.We all are alchemists, from Belgium, Spain, Italy, Latvia, Portugal, or France. Six partner schools around a common jewelry training which, by sharing their cultural and professional histories, have an obvious collective wealth, their own chemistry! Six schools in search of a new educational horizon. As we are convinced. The European diversities must in an opportune and salutary way, initiate crossbreeding and transformations like this alchemical metaphor, which aspires to change ""lead into gold"", a rough stone into a polished one, raw material into jewel, the blank page in writings, ignorance and bigotry in openness and tolerance...We all are alchemists, children of the European currency. Our collective project, through this partnership, will seek during two years in the diversity of our 6 schools to enrich each of them with this openness to cultures, heritage and stories of each. Four activity paths will forge each school year: (1) EXPLORATIONS / Collective expeditions in search of raw, alternative or heritage materials in his own country or in a partner’s one, (2) INTERBREEDING / Creations of jewelry that use the research of explorations by borrowing traditional, alternative or recycling techniques, (3) WRITINGS / Writing workshops able to transmit the experiences lived collectively during the project but also in a collaborative way to produce editions, catalogs and graphic plates, (4) EXHIBITIONS / Retrospectives of the jewels created during the year under the form of a real traveling exhibition across Europe in our 6 countries, scenography of transmission and spread of the project itself...We are alchemists, because through these expected results, the urgency in terms of impact is for our team to strengthen for all our students both the fundamental knowledge, the professional skills, the innovation and the creativity, but also citizen skills, without which learning would be futile and sterile. We are alchemists, because our path aims to be ethical in the daily life of the jeweler's profession, both on the respect of environmental standards and on working conditions in Europe and on the planet. Ethics, as a collective learning of rules to be built so as not to accept the unacceptable. The environmental challenges are immense. Populism and selfishness require everyone to assert a democratic conviction and to move towards civic commitments. What better field than school and European openness for this kind of learning!"