On September 1 2014, the school introduced a new profile - specializing in Business management in German - to offer pupils in grades 10 to 12 a greater practical relevance to the German language, thereby increasing their motivation to learn German. It is also important to improve the career prospects of young people, to prepare them for work in German companies in Estonia and in Germany and thus to counter the unemployment of young people in Estonia. The exchange of pupils enhances the willingness of pupils to promote mobility within Europe, deepens intercultural awareness and aids the improvement of foreign language skills. Internships in German companies should also have a positive impact on the career opportunities of the pupils, especially in a time when the European Union is intensively concerned with the problem of youth unemployment. The Kadrioru Saksa Gümnaasium (KSG) intends to provide pupils with practical instruction to prepare them for the expectations of the labor market. In Estonia, the project is innovative and new because no higher education schools have offered a specialized subject in a foreign language.In order to carry out the project and to implement the curriculum, we needed a strong partner with profound experience in business education in Germany. We found this strong partner in the BbS Syke Europaschule.The objectives of the project were:1.) to introduce the subject with curricula approximating those of the Gymnasium in Lower Saxony to the KSG.2) Offer 25 pupils from each school an internship in the respective hoist country. 3.) Offer staff training through hospitations as well as accompanying training sessions.The subject was introduced with the help of joint project meetings at KSG and developed along the lines of the curriculum of the Gymnasium in Lower Saxony for the subject BRC (business management, accounting and controlling). Initially the goal was to enable KSG students to take part in the Abitur examination of the State of Lower Saxony. During the course of the second year it turned out that the students of the KSG were somewhat overburdened with these very theoretical subjects in a foreign language. This was also because the students at the KSG had fewer hours available than the students in Lower Saxony.Therefore, at the end of the second year, it was decided to go as soon as possible to the curriculum of the Fachoberschule (FOS) in Lower Saxony and to carry out an FOS examination as a final examination. The first final examination for students at the KSG was then carried out in the spring of 2017 by representatives of the BbS Syke, which 6 pupils passed according to the criteria set out by the BbS Syke.Currently the subject is taught in all three years. 57 students are currently enrolled. The second year will complete its exams in 2018.The FOS curriculum is better suited to the needs of the students and more easily interlinked with German lessons, so that the latter are better able to support the pupils in their business lessons.The Kadrioru Saksa Gümnaasium (abbreviation KSG) in Tallinn is the oldest school with a focus on German in Estonia. The KSG is the examination center of the DSD II examination in Northern Estonia. From the German Gymnasium Kadriorg most of the DSD II graduates come from all over Estonia.The BbS Syke Europaschule serves around 3,000 pupils in various occupations for social care, personal care, housekeeping, food processing, trade and technology, as well as business and public administration. It also offers the general university entrance qualification that can be acquired in one of the school's specializations. The BbS Syke Europaschule has been collecting experience in trans- and multinational projects since 1997.

"The project Quality Development in Business and German Lessons was a win for both partner schools. It provided a vehicle for the colleagues of the KSG to learn didactic principles in the instruction in the 10th – 12th grade business lessons. Colleagues of the BBS were given the opportunity to learn and combine the principles of business didactics and foreign language didactics.Goals and results of the project were:1. To introduce quality development in the subjects Business and German:- For this purpose, three (3) action-oriented lesson plans were developed by the colleagues of both schools. They are being taught at the KSG and partially being taught at the BBS.2. Development of an information booklet that can be used for the placement of pupils with non-German-speaking backgrounds in companies:- The guide has been created, applied, evaluated and improved.3. The institutionalization of the internships in the profile subject Business in German:- In both 2018 and 2019 internships were conducted in Estonia and Germany4. Implementation of the Didactic Wizard helped to increase the transparency/ clarity of the learning content in the profile subject Business and identify numerous points of contact between German and the profile subject.- In the Didactic Wizard Online (DWO), the course distribution in Business, as well as the course distribution in German were juxtaposed and points of contact of the subjects to support the Business education, which may be included in the curriculum of the KSG.In total, 8 colleagues from the KSG (Business and German) and 10 colleagues from the BBS (Business, German and English (EFL) from both in the vocational school as well as the Gymnasium) contributed to the project. The project participants from both institutions represent a wide range of hierarchical levels. Furthermore, 12 students (profile subject Business) of the KSG had the opportunity to do a work placement in companies in Germany. Also 15 students of the KSG were able to do a work placement in Estonian companies.The following activities were carried out1. There have been several weeks of training for teachers and senior staff for teaching and teaching purposes - development of the action-oriented lesson plans, the internship guide, implementation of the Didactic Wizard as well as identifying points of contact in the subjects German and Business.2. Two transnational project meetings were held to evaluate, plan and continue the project. The third planned transnational project meeting was linked to a training week.3. Internships were organized twice in Germany and twice in Estonia. In the first two rounds, surveys were conducted at the companies to provide clues to companies for a guide. Based on these results, an internship guide was prepared for the companies, which was used for the next two internship rounds. Following these rounds, the companies were also interviewed and the results used to improve the guideline.Effects of the project:- 25 students were able to take part in an internship in Germany or Estonia- The project has received a lot of recognition and the KSG has been awarded both the European Language Label and the third place in the success story of the program “Edu&Tegu” in Estonia.- The project has also attracted attention from the network ""Ettevõtlusse edendamiseks"" due to the work placements. A representative from the KSG was invited to present the project.- Business education continues in its improved form at the KSG. Meanwhile, in the year 2019 the 3rd generation took their final exams and the 6th generation enrolled. Business education remains firmly anchored in the school's development plan.- The project has provided a good basis for further cooperation between the two schools. In addition to further cooperation in the preparation of final examinations in the profile subject Business, further questions on the different approaches to teaching entrepreneurship have developed. At the same time, the importance of cultural differences (in student exchange as well as in internship support) is a question that we would like to explore in the future. Therefore, the BBS and the KSG also signed a Memorandum of Understanding in the spring of 2019, confirming the intention to continue working together in the economic sector and targeting another joint Entrepreneurship Gamification project with a third school from a third country."

Two German, one Polish and one Estonian school in the field of vocational training are setting out to integrate modern digital media into everyday school life. The observation and improvement of the living conditions of insects in a local eco-region serves as a concrete starting point. Over a period of almost two years, modern digital media will be introduced and changes in the eco-region will be observed.Modern tools for collaboration, project management and data processing will be introduced or their use will be deepened in the project schools which are participating. Pupils of the project schools as well as pupils of the local partner schools who attend different classes are taught how to use these media. Together with teachers from the partner schools, best-practice examples will be developed for all areas of their school activities (teaching, teacher-pupil communication, securing results, extra-curricular activities, etc.). The use itself will be evaluated. With the help of external partners such as NABU (Nature and Biodiversity Conservation Union) or environmental authorities, interesting insect populations and ecoregions are selected for observation. The populations or specific behaviour are then counted or recorded. The project schools plan and build the necessary technical aids themselves in project or regular lessons. They document the tools and help the local partner schools of year 3/4 or 9/10 using them. Thus there is not only a European project partnership across national borders, but also local partnerships with primary and lower secondary schools. This creates knowledge and an awareness for the responsibility for local biotopes. The comparison with corresponding results of European partner schools gives an idea of the fact that nature conservation cannot stop at national borders. The results and the commitment of the pupils are made known in their social environment through public relations work. They learn that the public rewards and supports responsible behaviour and that it is therefore worthwhile to work for the interests of nature.Through the cooperation between different school types and age groups, education and training opportunities are made better known locally. This might be a starting point for future collaborative projects and add sustainability to the project. Although we share many common values in Europe, getting to know people from other countries is a central concern of all student exchanges. Only those who have worked together with other pupils from Poland, Estonia or Germany are better able to avoid judging people solely on the basis of their origin. Visits on site awaken a feeling for the common European heritage. The project thus has a multidimensional, sustainable impact. All those involved in the Erasmus+ project will be developing a differentiated knowledge of some common lines of development from the 20th century to the present. The Polish-German relationship, including the Polish neighbour Estonia, will be strengthened in a pro-European way, as this project is a contribution to sustainable international understanding and rapprochement. Existing (pre-)judgements are replaced by differentiated knowledge and practical work with digital tools. In the long term, this Erasmus+ project aims at developing the disposition of each individual participant to stand up for fundamental rights, human dignity, ecological thinking and respect in Europe and worldwide, even under difficult conditions.

"Digitisation is increasingly shaping and changing the world we live in. It is therefore essential that the school, as the central place of education and training, enables young people to find their way around this digitised world, to survive and to be able to help shape it. Thus, the project aims on the one hand at providing students with knowledge about the processes of digitization and enabling them to experience the opportunities and risks of digitization through media-supported learning. On the other hand, the project also aims at providing further training for teaching staff in order to make them fit for a digitised future of schools. This way, teachers will be trained to recognise the possibilities and opportunities arising from the digitisation of schools, to develop possible courses of action and concepts for their lessons and to use these profitably in their lessons. ""Digitectives at work"" is intended to promote the process of digitisation of all participating schools on an international level and help to make it sustainable. The aspect of digitisation will be linked in terms of content with the study of the importance of insects for ecosystems. In the course of the project, insect monitoring will be carried out in the environment of the participating schools in cooperation with local primary schools. The use of digital tools provided by Nature and Biodiversity Conservation Union and other cooperating local vocational schools will play a crucial role in this project. This measure is intended to raise the awareness of all parties involved for this topic. In the course of the project it will also be investigated how the loss of biodiversity and quantity of insects can be explained and what measures can be taken against this development.The participation in the project should contribute to strengthen the international relations of the partner schools and their cooperation. As a result, this should lead to creating further opportunities for cooperation beyond the project topic. Furthermore, by integrating eTwinning into the communication structure, it should contribute to improving communication and collaboration between schools beyond the project theme. The results of the project should also be used for other projects, such as development and implementation of concrete environmental protection measures or extension of the analysis to other regions. In addition, regular lessons in the partner schools should benefit as much as possible from the methodology used in the activities and the experiences gained from the use of the digital tools. Therefore, schools should discuss the curricular integration of successful methods and helpful digital tools in order to further improve teaching. Continued cooperation with participating experts can be beneficial for schools.Pproject partners:Lieselotte Rauner School, Bochum, GermanyLiselotte Rauner-School is a certified STEM school and has experience in the digitisation of teaching and learning processes. It also has special expertise in the field of entomology.Conrad von Soest Grammar School, Soest, GermanyFor more than 25 years the Conrad von Soest Grammar School has been involved in the field of biology (ecology, environmental protection, ESD) and has been involved in various projects in the city of Soest and the surrounding area. Furthermore, since the 1990s it has been cooperating with its international partners in the Netherlands and Poland, but also in Hungary. Kadrioru Saksa Grammar School, Tallinn, Estonia (Eco-School)The school belongs to the Eco-Schools network, which is why it regularly carries out sustainability and environmental protection projects. The school regularly launches projects with foreign schools, especially with schools from Germany. Zespol School Ogolnoksztalcacych No 2 w BialymstokuThe school already participates in many international projects and programs and cooperates with a large number of schools and institutions abroad. Due to the international orientation of the school, the students also provides the language skills required for the project. In particular, the cooperation with the city and University of Bialystok must be emphasized here. With the help of various competitions, workshops or excursions, an attempt is being made to shape and deepen the students' ecological awareness."

The goal of our project is to understand the relevance of European collaboration for using renewable energies and avoid natural catastrophes.The project should motivate adolescents to be aware of their responsibility for protecting nature and become active European citizens by travelling to other countries and being curious about their solutions concerning the use of renewable energies and avoiding nature catastrophes. By learning more about the details of science and technology the adolescents will have more concrete knowledge to see the difference between news and fake news.During the project they will learn more digital skills by communicating, monitoring and evaluating (eTwinning) the activities. Furthermore, they learn to feel comfortable when being in a different country and while welcoming people from other cultures because of their acquired intercultural skills. Europe needs tolerant,open minded, empathic and active young people who experience the enrichment of learning new languages, getting to more knowledge about energy ressources and climate change to take the advantages of a united Europe in the battle against climate change. With our project we try to make school exchanges more popular so that students who leave school built out the listed competences and have a positive attitude towards the European Union and environmental protection.Experiencing exchange between the partnerschools leads us to strenghten the competences of teachers and students.Different schoolsystems and education methods will bring the teachers more experiences and new ideas in teaching and more quality of our education.We also include teachers with no language subjects to create an interdisciplinary concept and an internationalization of our schools. Students will be creative during the process by finding new solutions.They will have intercultural experiences which give them life long contact to other Europeans and prepare them for the European and international working market.The topic is important to recognize and realize our responsibility to care about the planet, to use renewables ressources more effectively and adapted in daily life. New ideas from the partnerschools, teachers, students and experts from universities will be innovative and helpful.The students learn about the problems of climate change and the catastrophes taking place in the different countries and search innovative solutions to avoid them.We'll also avoid emigration because of destroyed parts of countries by avoiding catastrophes.Our school is a certified »Schule ohne Rassismus« which was initiated by the SMV/students.Recently our students are interested, engaged and motivated to find answers for the relevant questions of our days.Their engagement in Fridays for future shows their high sensitivity for topics about sustainability and ecology.We integrated the SMV in the preparation of our project.Our project is also open for refugees or handicaped students. Repeating fire problems in Portugal and Spain are not resolved, increasing of floods in Germany and other european countries caused a lot of damage because of lacking drainage systems.Usage of renewable energies and subventions are not adapted to the environmental status quo.With our project we'll amplify the awareness of our students and teachers and increase the knowledge about connections between the climate change,the use of energies and the danger of catastrophes.Creative solutions for the challenges in Europe will be found by adaquate and reasonable WATCHING of THE PROBLEM FROM OUTSIDE, a perspective change, a profit from already existing solutions and informations in other European countries.The national perspective only on a problem is in our days not enough because there always will be a blind spot.With our project we have the chance to collect the ideas of all the participants to widen our national view and turn it in a European one.The collaboration within our project will rise the understanding of the subject in other countries and gives also a chance to influence the regional politics by active involvement.The intense contact with other young Europeans during the mobilities is the base for friendships and lifelong collaboration in Europe and a positive attitude towards nature and environment.