EURICT stands for European information, communication and technology. It is a cooperation between three vocational schools in Gdynia (Poland), Kiel (Germany) and Vaasa (Finland). The schools (ZESPÓŁ SZKÓŁ CHŁODNICZYCH I ELEKTRONICZNYCH, Gdynia; RBZ TECHNIK, Kiel; VAMIA, Vaasa) have collaborated before, so we able to build on prior experiences of working together.Our work revolved around the goal of all schools working collaboratively on technologically challenging projects dealing with remote controlling and automatization. The students had to work interdisciplinary and internationally to reach their goals. Thus, the project helped developing the students’ and teachers’ professional, didactic, methodological and social competences. It also helped furthering European concepts and ideals.The students involved take part in full- or part-time vocational training programs in the fields of electrical engineering, mechatronics or ICT.Refugee and migrant students were temporarily actively involved in the project work and were part of our target demographic in order to interest these minority student groups in technological subjects, technological professions and trans-national cooperation. At the same time we sought to heighten our main participants’ awareness and compassion for migrant students’ biographies and to counteract impulses of xenophobia and general reservation.Another goal of EURICT was to raise the overall interest level and participation of young women in technology and technological professions.Furthermore, EURICT aimed at offering participants the opportunity to gain confidence in using and improving their English skills in a variety of quite natural professional settings, when organizing group efforts, discussing technical challenges and learning about the differences and similarities in vocational education and student life. English was the main language of the project and we were able to successfully boost our students’ language skills and their confidence in those abilities.Because of the project, the students had the opportunity to learn about and discuss the (vocational) educational system and the job opportunities in the partner countries and got a first-hand experience of Europa as a culturally rich realm of possibilities. To encourage these discussions and aspects we organized visits of major local companies and businesses.Generally, European ideals and amicable cooperation were promoted through our collaborative work which led to strong relations between students, the schools and the respective communities.The project was divided into three parts or rounds. In each round different student groups from the three partner countries worked on transnational projects together. All in all, we had nine transnational meetings which were defined by a cycle of planning, implementing and presenting our projects. Within each round all three countries were hosts to the other groups. The student groups reached their specific project goals and produced a remote controlled vessel, various ways of monitoring and controlling moving-head lighting equipment and different variations of gaming consoles.Apart from the aforementioned abstract and specific project goals, EURICT helped to strengthen and better the vocational education at the partner schools. The various technical projects were incorporated into class subjects and teachers were able to further work on their didactic and cooperative competences. Through presenting our project work at school, in our partner companies and to the general public we were also able to further heighten and specify our school profiles and to be a part in spreading European ideals and values.

The project “Leben und Arbeiten in einer nachhaltigen Welt” (“Living and working in a sustainable world”) helps students and apprentices to understand the importance of sustainability for the causes of protecting the environment and fighting climate change. By means of a variety of group activities the participants will be encouraged to actively work for positive changes. The project is going to strengthen the participants’ awareness for sustainability via local and international co-operation and communication. It will highlight possibilities to further a better management of resources and motivate its members and third parties.Three schools, RBZ Technik Kiel (Germany), Vamia in Vaasa (Finland), and Zespół Szkół Chłodniczych i Elektronicznych in Gdynia (Poland), are going to team up in order to plan and construct a modular digital electronic system able to perform measuring and automatization tasks in the context of IoT/SmartHome technology. Due to the frame concept of the system, it will explore possibilities for a more efficient use of natural resources, one of the main focal points of the ‘European Green Deal’ for sustainability in the EU. This and other aspects of the ‘European idea’ are to be promoted through the project in order to interest, inspire and recruit young people for its cause and future projects like it. All three schools will be involved in the evaluation of the product and the project’s various secondary goals and outputs.The young Europeans participating to meet the objectives of our task through long-term co-operation strengthen their individual professional expertise. They strengthen their abilities to study and learn. The same is true for their social skills, as they will enhance their competencies while working in an international and interdisciplinary team. The project sets out to strengthen the participants’ critical awareness and their professional and entrepreneurial imagination. Furthermore, the students’ will benefit from writing and speaking English in various vocational, professional and colloquial settings and situations. The project will create new relations between the countries, schools, and students. Our goal is to work together in order to secure a relationship of trust and respect that will outlive the boundaries of the project per se. To help the communication prior to and after the planned international meetings the three schools rely on the possibilities of eTwinning. The schools plan to evaluate best practises locally in order to discuss these internationally.Also, the schools, the organizers and participants set out to strengthen their international network of contacts and partnerships. The project builds upon a grown relationship between the schools that allows us to learn from past experiences and refine our best practices. The past is a motivation but we strive for new approaches and a broader impact in the years to come.The actual product, a modular, documented ICT system that contributes to sustainability and efficiency, will be presented on the eTwinning platform. The other objectives of the project are the competences, skills and best practices described above.

"The main objectives of the project ""Increased initiative and capacity building regarding youth entrepreneurship"" are: • To foster youth entrepreneurship and active new business idea development; • To raise creativeness, communication, cooperation and other competences of youngsters regarding business plan development, including international business plans; • To facilitate the cooperation between local governments, youth and entrepreneurs; • To raise the quality of youth work. The project aim is in line with the Erasmus+ programme priorities – to foster new competences, creativeness and skills regarding business idea development as well as raise the quality of youth work. Project consortium will consist of three organizations – Jurmala City Council (Latvia), Terracina City Council (Italy) and Vaasa municipality (Finland). The project main target group are active youngsters (aged 16-21) with in interest in entrepreneurship and with new business ideas. Youngsters will be motivated and trained by business idea mentors who will help for the business ideas to become into business plans. During the project three training sessions will be organized. The first training seminar ""Laboratory of Ideas"" will gather the youngster whom ideas were selected in the project idea pre-selection. During the second training session “From idea to product"" youngsters will have a practical insight into business idea development. During the third training session ""My city - potential for growth"" youngsters will learn how to present their business ideas. Each of the project partners have an important role in the project, because the project international team provides an opportunity for young people and all other participants (mentors, youth workers, local government representatives) to improve their knowledge and demonstrate skills, not only locally but also internationally, which is often important in business environment."

"Project ""IMPROVING CHILDREN' LEARNING OUTCOMES AND WELL BEING"" - ICLO CONTEXTStudents' learning outcomes had been weakening constantly in all the project participating countries before and during ICLO project (2018-2021). At the same time also students' school motivation had been decreasing and students' challenges had been growing constantly. Our target was creating new ways of operating, with what we could improve children's well-being and school motivation. We also created indicators with which we could view the improvement of children's well-being better and better predict future challenges. The indicator work continued after the project. MAIN OBJECTIVES OF THE ICLO-PROJECT WERE TEACHING with two objectives: * Increasing student’s motivation * Improving learning outcomes and WELL-BEING with three objectives: * Promoting children’s well-being * Supporting disadvantaged children and * Developing multi-disciplinary co-operation The first project year ICLO partner groups were divided in 5 above mentioned target teams. During the year Control Group noticed that to reach the main two objectives, we needed to divide the whole group only in two teams: Learning (teaching) and Well-being. SUB OBJECTIVES OF THE PROJECT WERE 1. Teachers learn to confront students genuinely and caring. 2. Teachers get interested in using new motivating teaching methods. 3. Headmasters know better how to motivate, encourage and support teachers in their work 4. Directors of education and headmasters plan new co-operation methods together with those multi-professional people working with our students and their families 5. New methods produced during our project ensure that the disadvantage children get better support WORKING STRUCTURE WAS Work was done by auditing every partner's school system during and between the project weeks. 1. Starting query according project’s objectives. You find the preview of the query in the attachment ""Audition; Starting query"" 2. Preliminary analysis of the collected material. 3. Field phase; objective groups explore the schools according their objective 4. Documentation and analysis of the collected field material 5. The group discusses about the school’s situation with the host 6. Recognizing and reporting of the key strengths and challenges 7. Setting up improvement targets, follow up acts and monitoring ways We achieved the objective by approaching it from three point of views: child's, teacher's or adult's and headmaster's or organization's point of view. Every point of view was opened four ways: a) challenge, b) target, c) act and d) indicator The diagram of the objectives and the working method was presented in the attachment ""ICLO objectives and audit working method"". The project was planned with our partners: Mr. William Griffiths, headmaster and director of 11 schools in Leicester, UK, Mr. Antonio Manday, headmaster from Rota, Spain, Mrs. Johanna Olsson, headmaster and director of 7 schools in Vaasa, Finland and Mr. Juha-Pekka Lehmus, director of education and the coordinator of this project, in Raisio Finland (Mr Lehmus started to work in the city of Lohja August 2020 and Mrs Leena Laakso continued Lehmus' work as the coordinator city representative) and the University of Turku and the faculty of education and associate professor Marjaana Veermans. PROJECT ACTIVITIES We developed new modes of operations according to the objectives of the project. We audited the hosting partner city's schooling. We developed indicators for describing children' well-being. Project week's structure consisted exploring local schools and social child services. PRODUCTS OF THE PROJECT 1. Headmaster coaching program for better leadership. Headmaster coaching continued in Finland after ICLO. 2. New and shared modes of operation for schools and multi-disciplinary people. Especially this would have needed more time without Covid19 to be a successful product. 3. New and effective patterns for school and multi-disciplinary co-operation. Covid19 spoiled this product, but the work continued after ICLO. 4. Relevant indicators for evaluating the improvement of students' motivation, resilience, attitude and well-being both nationally and internationally. The Wagtail-, Tern- and Sea Eagle-models were big successes used in basic education. 5. Project produces large collection of materials for scientific research. Scientific research was done in Vaasa. DISSEMINATION OF THE RESULTS Control Group members were in charge in disseminating the good and relevant results right after they appear. ICLO products were used when disseminating the good results by the end of the project. Because we could not go through the original plan, but the ICLO publication (attached) combines all the good ideas we got during the project."

According to EU the ambitions of the UN Sustainable Development Goals should be mainstreamed into education, training and learning policies. Innovation and entrepreneurship should be encouraged and promoted if we want Europe to compete in the global race. The recently launched Green Deal part of European Commission’s strategy to implement the United Nation’s 2030 Agenda and the sustainable development goals integrates, among other elements, the mobilisation of industry towards a clean and circular economy. This can contribute to innovation, growth and job creation. At the same time circular economy and Lean philosophy are claimed to have compatibility. Based on this we see that the areas of Sustainability and Circular economy combined with Lean are knowledge and skills that are essential to teach VET students.There exist material on these issues but not applied specifically for Vocational education and training. This strategic partnership will seek to develop innovative approaches to professional development of VET teachers/trainers know-how and methods of teaching sustainability and circular economy facilitated by Lean in order to meet the needs of working life and society.This will facilitate innovation and entrepreneurship. The training approach aims at being innovative, interactive, experimental and inductive. New technologies will be explored and used in the development of the training material.The partnership: 5 VET educators from Finland, Denmark, Austria and Portugal including a project group of 12 people from different fields of VET. One of the Finnish partners is coordinator. All partners bring different know-how and strength to the project but they all have in common that sustainability is part of their strategy and they need capacity building of teachers to train students on sustainability issues. The project has associated partners from working life bringing on expert help and authentic examples. The objectives: - To build capacity and confidence of teachers/trainers in teaching sustainability and circular economy combined with Lean principles in innovative ways- To provide sustained professional development that disseminates the expertise of the partners across the partnership and encourage synergies with organisations in different VET disciplines and different countries-To increase capacity of each partner to develop sustainability issues on an organisational level and to increase the cooperation with working life on these matter.- To spread the knowledge and skills of using different digital skills and tools between partners- To increase capacity of each organization to cooperate at sustainability issues at an EU/international level.This will be done by developing a high quality training package (scope 24h) including 4 intellectual outputs that will be piloted with VET teachers in a LLT event: 1. A Basic theory training package on sustainability, circular economy and Lean. What is what? Why? How?2.An Electronic toolbox with activities to facilitate learning3.Four digital virtual 360 environments from different industries with information and individual activities4.A Teachers training guidance/manualIn order to facilitate the training of teachers and the use of the training material the material is translated into the partner countries languages ( Finnish, Swedish, Danish, German and Portuguese). Project information and all outputs will be available on a free open access website. In order to reach the goals of the project 2 transnational meetings and 5 LTT events will be arranged. The LTT events 1-4 will promote learning on the addressed subjects of the project, on didactic and pedagogic issues, innovative digital methods, cooperation and learning from working life. In addition they will provide useful authentic material for IO´s from working life situations. The learning in the LTT´s events are vital for the outcome in the IO`s. The LTT event 5 is a learning, piloting, and evaluation session of the training course. About 25 VET teachers including the project workers will participate and evaluate the outcome. One Multiplier event is arranged in each partner country towards the end of the project to disseminate the results. The main results and impacts:- There will be a minimum of 5 teachers/trainers in each partner organization that can train others on sustainability and circular economy facilitated by Lean.- There is ready to use training material on the addressed topics in English, Danish, Finnish, German, Portuguese and Swedish online for anyone to use.- The dissemination has lead to that also other organisations are using the material and develop their skillsExpected long term impact is that VET graduates possess these skills for society and work.That the know-how and skills have lead to innovation and entrepreneurship so that the participating countries and Europe are competitive on the global market. Ultimately to protect and save the planet.