The topic of this project was cultural heritage, as 2018 was European Year of Cultural Heritage. The aim of the project was to encourage students of partner schools from Latvia, Iceland, Greece, Italy and Estonia to discover and engage with both their own and the partner nations' cultural heritage and to reinforce a sense of belonging to a common European space. The idea was to link local cultural heritage and tourism in a more actively engaging way whilst taking into consideration cultural sights, nature trails, local legends etc. There were planned five short-term students´ exchanges during two years to Estonia, Latvia, Iceland, Greece and Italy totaling 80 student mobilities and 40 teacher mobilities.The main aim was not to explore well konwn tourist sights, but more remote areas and local real life experience. For example students lived in families and were part in family life. There was something new and exciting for everyone.With the support of teachers and specialists, but taught by peer to peer learning, students form a tourism route and experienced this. This way they gained new knowledge that could be used as working experience. For example they learned how to make pizza, one of the very popular dishes throughout the world. Five tourism routes in the locality of the schools were created by students. Students made some local souvenirs and introduced some games and dances. These sovenieres were sold during national festivals that took place at the end of each visit. Income was donated to local charities. Unfortunately, due to the global Covid 19 pandemic, the project was postponed by a year. As the situation did not improve, it was not possible to actually carry out the last stage of the student exchange and we had to make changes and the Latvian events took place online.Although the situation had changed, students and teachers still took part in exciting and educational online events. This change in the situation also provided excellent experience for teachers and students in the use of ICT tools, as well as online collaboration skills.Students were between 15 and 20 years of age. Two of the schools were vocational schools and three were secondary schools. All the schools' curriculum were tightly related to 1) local culture, 2) giving work experience to students, 3) doing international cooperation. Products that were completed during the project: 1) 5 tourism routes in the form of digital map /video etc 2) souvenirs/games according to the cultural heritage 3) a national festival at the end of each students meeting The webpage of the project: https://herstu.fas.is/?fbclid=IwAR1DVBmgAhlA6p_MQYwl2IhmHMIbNsa6-KMW1vznNGaukhsJCdTMfLNgqxE As our cooperation with these partners began already 2 years ago, we think that this project gave further consolidate our good and fruitful cooperation, our students had friends from different parts of Europe and their sense of a common Europe was strengthened.

The main aim of the project is to develop the competence of youth workers and teachers about teaching young people communication and cooperation skills, creating the audiovisual and written materials for that purpose. Research confirms that these are the 21st century skills needed at work that are currently not consciously developed in schools or by parents. At a time when the world is becoming more open and jobs are mobile and international, young people need to not only be able to communicate with peers and adults, but also to consider the specificities of international communication and collaboration. Young people today have more opportunities in the labour market, but also more communication difficulties to overcome. We are designing the project so as to provide the most relevant and universal skills to help people understand, manage and solve a variety of communication situations. The design of the material is innovative, based on the latest knowledge of the functioning of individuals and groups. It incorporates many elements of neuroscience and relies on the involvement of young people in both content creation and implementation.We aim to create tools (educational films, activity descriptions, group work, games, elective modules for schools, and classroom lesson materials, including lesson plans) to develop young people's communication and problem-solving skills. Essentially, we will create materials for youth workers and teachers to develop communication and collaboration skills among young people through informal learning. In the design of the study materials emphasis is put on situation analysis, discussion, role playing, group work, practical tasks, critical analysis of information and situations, etc. The project is cross-sectoral and international - we want to involve and bring together youth workers and education specialists from Estonia and Italy. The main output of the project will be written materials for youth workers and teachers and educational films (10) to improve communication and cooperation skills among young people. The activities include cooperation with young people and production of educational films, as well as learning mobility for youth workers. The target groups of the project are the youth workers and teachers who are working with primarily high school students, but also more broadly young people aged 14-19. At this age, young people are already thinking about future choices and making important decisions both in terms of further education and entry into the labour market. They have a broad social network and complex communication situations with many people.Project lasts 2 years, from February 2021 to January 2023.

Five European entities - HEI, Schools, SMEs, Teachers Association - from 4 different countries - Denmark, Portugal, Estonia and Italy - will jointly develop a playful resource for the education of servant leadership characteristics that address the transformative competencies aimed for XXI century curricula. The goal of the project is to raise responsible children to participate in the world, and to empower teachers and parents with an engaging educative resource and guidelines, supporting the teaching and learning process. The main output of the Play to Lead project is a board game, also available online, dedicated to children (6 to 14 yo), teachers and parents for formal, non-formal and informal learning contexts. Following the latest guidelines from the European Commission and OECD, children must be prepared to take an important role in all dimensions of life – socially, economically and digitally. The transformative competencies (OECD, 2018) are related with the need of educating children to: - Create new value – “innovation springs not from individuals thinking and working alone, but through co-operation and collaboration with others to draw on existing knowledge to create new knowledge.” - Reconcile tensions and dilemmas – “Individuals will need to think in a more integrated way that avoids premature conclusions and recognises interconnections.” - Taking responsibility – “the concept of self-regulation, which involves self-control, self-efficacy, responsibility, problem solving and adaptability.” Thus, partners propose to explore the servant leadership model to develop the Play to Lead Board Game, engaging children, teachers and parents in a playful path to nurture six main transformative characteristics: authenticity, humility, stewardship, interpersonal acceptance, providing direction, empowerment (van Dierendonck, 2011).

"Erasmus+KA2 programme Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships for Schools aimed to develop entrepreneurship learning in the upper-secondary schools with the students aged 14-19. The title of the project was ""Sharing competencies in entrepreneurial learning, linking theory with practise "". All partners – Tabasalu Ühisgümnaasium from Estonia, Jelgavas Spīdolas ģimnāzija from Latvia, I.I.S.S. ""L. Vanvitelli"" from Italy, 2 EPAL TRIKALON from Greece and Framhaldsskólinn í Austur-Skaftafellssýslu from Iceland – teach entrepreneurial subjects at school. Some schools more (Jelgava, Tabasalu, Höfn) some less (Lioni, Trikala).The challenge for all the schools was1) how to raise the entrepreneurial teaching level as this subject is relatively new in our curriculum, and 2) how to link theory with practice. For this reason the aim of the project was to 1) exchange good practices between all partners, combine it with the local entrepreneurial knowledge – visits to the local enterprises, some of the examples: ACCASOFTWARE (Lioni), Tyras (Trikala), Piano factory - Estonia (Tallinn), Skinney-Pinganes (Höfn)2) offer our students the opportunity to research local enterprises and find out the features of well-functioning examples, student groups of the same school did research mainly about local dairy product companies. Afterwards they compared these results.3) work out the ideas for students' small businesses, choose the best ones and put them into work. The challenge for the students was that the main communication when deciding and organizing activities about small businesses should be done online and in English. English was a real challenge for students from Southern European countries. As well following timetable and sometimes accepting partners' ideas was a challenge. Sometimes teachers needed to be involved to solve problems. Nevertheless all misunderstandings were solved and the final result fulfilled – students' businesses sold the products at students' fair in Jelgava. 4) work out an e-lecture (each school created 1 topic) with 5 different topics about certain topics. This way we hoped to involve into schooling these students who could not come to school. The creating of the e-lectures was guided by a specialist and the outcome is available at https://entrepreneur.fas.is/. We should say that all these aims helped us to link formal education with non-formal education.The project lasted 24 months, during this time 2 transnational meetings with 17 mobilities were arranged first in Tallinn and the last one in Lioni. 5 learning-teaching-training activities were organized with 111 mobilities. Four of the latter were students' short-term exchanges with 67 students and 33 accompanying people and 1 short-term joint staff training event with 12 mobilities. As a result and impact of the project, the quality of learning of entrepreneurship was raised as the theory taught in lessons was combined with local and international practices. Students' communication skills, language skills and ICT skills were improved, they received great experiences working in international teams, forming international businesses and in the realization of products of their businesses at the students' fair. Teachers' communication skills, ICT skills and language skills improved as well. They gained knowledge of how to compile e-lectures. All the information about the project can be followed on the project web-page https://entrepreneur.fas.is/. The main product of the project – the project video showing the outcome of students' businesses and their participation at the students' businesses fair – is on display.All in all, the teachers and students experienced international cooperation. Students could use the experience obtained from the project later in life."

"Journey through Europe with Suitcase of Culture Gist (of the project : The notion is to procure the students to a volunteer act of visiting museums, exhibition halls, or art galleries as centers and institutions of cultural activities both within their countries and in their overseas journeys. We have noted that our students do not take much interest in their own local culture and that they hardly visit such centers of their own accord. Journey through Europe with Suitcase of Culture Context/background of the project; In our project we aimed for our students to gain a different and self-directed perspective of the cultural assets and institutions such as museums and art galleries both in their own countries and in their journeys to other countries as we had observed that most youngsters including our students did not take much interest in cultural matters and that they did not enjoy visiting such places. Objectives; The objective of our project for the youngsters was to arouse interest and awareness towards cultural activities and to motivate them to learn and get familiar to their own cultures. The students/youngsters were to determine the way of displaying the exhibits in a more attractive way for the peer foreign visitors themselves by means of onsite observation and studying. Number and profile of participating organizations; We have participated this project as 5 countries including Estonia, Poland, Hungary, Greece (Crete) and Turkey. Except for Estonia and Hungary, the other participant countries hadn't conducted a project before. We all had many students from lower socio-economic circles. We aimed to make these students acquire a new insight of the multilateral European culture and thus make them feel as part of the European Union and appreciate the collective values. Another important objective for the long term was to motivate the youngsters / students to feel and take the responsibility for the future of the European Union and act together.Description of undertaken main activities; In the course of our project, first of all the essential information about the cultural activities of the cities involved in the project were explored and collected. The centers such as museums, art galleries, or exhibition halls were visited and then the digital frame of the project work such as film slides, commercial films, motion/audio videos were produced. The participant students of partner schools voted online for the cultural activity to be done in the respective country. The participant students of the host country accompanied their visitors in their visits and prepared workshops for their foreign peers. At other times, the social activities such as school visits, ice-breaker activities, dining out, or sightseeing tours were organized by the participant school. Finally the completed works were shared on a common digital platform and combined in an “Open Education Resource” via web as an e-book in the form of an interactive suitcase form. In this way, sustainability of the project is ensured. The content of the activities were all about Culture and Art. In this way, not only the hosts but also the visitors had the chance to relive and introduce their own culture, to explore foreign ones and compare with one another's. The students always concluded that ""despite all differences, we are the same"".Results and impact attained; All the planned and stated objectives have been fully accomplished. The meaning and importance of culture and art has been emphasized not only by the students, but also by the public institutions like schools and municipalities. Students have overcome their biases. The project belongs to the participant school, so it has helped a sustainable change in cultural attitudes. We have also succeeded in arousing public interest on protecting our cultural values and handing them down to the next generations"