Background of the project: before we started to write Pangea project we wanted our teachers and students to work together and gain experience in international cooperation and we wanted to focus on creativity and we also felt that our students don't really like reading and they don't know much about other countries literature which we thought were crucial if we wanted them to understand other nations culture. This project fitted well into the internationalising strategy of the school as six schools work together which gave the opportunity both for the students and the teachers to cooperate internationally, to practice English language, to meet peers from other EU countries.Objectives: our objectives were to promote the improvement of reading skills by reading short stories of six nations. We also aimed to make our students to study about cultures, international communication and as we involved ICT tools another objective was to make the participants use these tools to write a blog and to give presentations in different creative ways. At last but not least the promotion of the study of the English language was highlighted among the objectives as all the materials, lesson plans, the short stories, the communication went on in English.The participating organisations were Gimnazjum Nr 5 w Przemyslu from Poland (https://pangeateam.wordpress.com/category/pangea-teams/poland/), Avonbourne Academy from UK (https://pangeateam.wordpress.com/category/pangea-teams/united-kingdom/), WinNova from Finland (https://pangeateam.wordpress.com/category/pangea-teams/finland/), MATSO Denizcilik Anadolu Meslek Lisesi from Turkey (https://pangeateam.wordpress.com/category/pangea-teams/turkey/), IES GABRIEL MIRÓ from Spain (https://pangeateam.wordpress.com/category/pangea-teams/spain/) and our school, Andrássy Catholic Business Academy from Hungary (https://pangeateam.wordpress.com/category/pangea-teams/hungary/). The schools represented a wide range from general grammar schools to different types of vocational schools. We undertook the following main activities: we had six international project meetings where teachers and students representing their schools worked together in international teams and each of the schools presented one short story from their national literature using dramatisation, presentations, puppet show, mock-ups and cartoons, comics (https://pangeateam.wordpress.com/). Between the transnational meetings the schools involved students in great numbers to read the short stories and to find creative ways to present them. In the schools there were exhibitions, afternoon literature classes, performances which the members of the participating groups published on the blogs of the project. The teachers worked on creating lesson plans and collecting tasks while they also annotated and supplemented the students' work (https://pangeateam.wordpress.com/category/lesson-plans/). The students received education to use ICT tools like Prezi, cartoon making programmes, blog writing. Results and impacts: our students have become more motivated to read in their mother tongue and in English. They gained experience in working in international cooperation. The number of participants at the national English reading competitions has tripled at Andrássy. Our students have become more open-minded and curious towards other cultures. The teachers have shared the tasks, excersises, lesson plans, presentations they had produced on six websites. The students and the teachers learnt to use several electronic devices such as desktop computers, laptops, e-book readers, tablets and smart phones. They have learnt to create tasks with ICT tools and they have learnt to use Prezi software. The organisational and intercultural skills of participants also have improved. Another very important result is a website (https://pangeateam.wordpress.com) which contains all the blogs, lesson plans, activities that we have done.Longer term benefits: since we published the results of the project online all the teachers of literature and English will be able to use these materials of the short stories for motivation and cultural improvements in their classes. Another long term benefit is that the participants have become committed to reading, studying, getting to know other nations, habits; have gained experience in foreign countries which will enhance their willingness to take part in other international projects; have become more motivated to improve their English language competences. (https://pangeateam.wordpress.com/2017/06/27/final-reflexion-about-pangea-project-by-ricardo-canovas-spanish-teacher/)

"The project is a cooperation for innovation and exchange of good practices between 7 European schools from Poland (the coordinator), Italy, Lithuania, Turkey, Romania, Greece and Hungary. The total project duration is 24 months starting from 1 October 2016. The participants of the project are students aged 15-18 attending comprehensive or vocational schools.The project title is: ""Reversed roles at school: flipped classroom and learning through teaching. "" The objective is working out a methodology based on innovative techniques and ICT tools. The core of the project is the exploration of an innovative approach in education called ""Flipped Classroom” which inverts traditional teaching methods delivering instruction online outside of class and moving homework into the classroom. The shift of the teaching components results in greater student engagement in the classroom activities and better academic performance. What is more, students are more aware of their needs and skills, which makes them more responsible for their education. The method is deeply imbedded in the digital era because it involves creating instructional films by students themselves. They learn through lecturing their peers thanks to creative and emotional engagement in designing videos and other electronic tools. Flipped classroom can be used with every subject but we concentrate on Science especially Mathematics. Work on the project in the initial phase is to acquaint the teachers from the participating schools with the applications used to create advanced videos, screencasts, slideshows and other audio-visual materials. The main part of the project is to use the method in practice and flip a chosen school course to see how the method works. The final step is the evaluation of the exploratory process and its impact on the teaching process. The project includes many activities, some of which are completed during 3 blended mobilities. Students test different applications and design didactic materials in different classes (Maths, Chemistry, Biology, Foreign Languages, vocational subjects). During blended mobilities they simulate flipped classrooms and learn cultural background of the partners' countries using ICT tools. The project envisages further international cooperation for more studies in the innovativeness of the method and its implementation in the school curricula. The method is a complete novelty to all the schools taking part in the project which is a pilot course using it. The disseminating process helps to inform the greatest possible number of teachers about its aims, structure and benefits. The main tools of dissemination is the internet: webpages of schools and educational institutions. The results of the project are reports on the method research and use as well as the didactic base which can be used and enriched in the future."

European Business Baccalaureate Diploma (EBBD) is a diploma, which was developed within previous Comenius-project in 2010-2013. The need for this kind of diploma was born because of the objective in many EU-countries, that the whole generation should get upper secondary education. In vocational education and training (VET) this has caused that the level of students’ skills and competences differ greatly. Therefore, companies and the institutions of higher education find it difficult to recruit VET students. In this situation, the best students have felt the need to stand out and demonstrate their skills and competences on an excellent level. The main objective was to improve VET students’ employability and possibilities to further studies. To support this the project aimed to enhance the attractiveness and relevance of VET to meet labour market needs, to support transparency and recognition in EU, disseminate best practices of assessing key-competences and the use of learning outcomes in curricula, enlarge the target group to adults and thereby validate non-formal and informal learning and to simplify the accreditation process.Eight partners are vocational colleges in business and administration and six of these have also adult education. University in UK educates vocational teachers, has broad expertise on VET and was the product evaluator. EfVET is an international association of providers of vocational education and training. The association EBBD e.V. was established in Germany for co-operation of secondary level Business Education in Europe and manages the accreditation process of the EBBD diploma as well as ensures the sustainability of project results.To communicate efficiently the project had 6 transnational project meetings, 20 skype meetings, smaller work groups, emails, individual phone calls and google sites page, where all the project’s key documents are stored. For reporting the partners have sent one Interim Report, summaries of their multiplier events and cost documents. Dissemination and exploitation plan for the project was developed and partners have also written National Dissemination Plans. The project also developed a web-based customer management system.The EBBD curriculum was modified to include adults, which brought the recognition and validation of non-formal and informal learning. We also implemented the descriptions of learning outcomes on an outstanding level of competence, which have labour market relevance in Europe and qualify for higher education. We produced training materials and held seven national dissemination events, one international dissemination event and two international round tables. All this has promoted use of competence based learning outcomes in curricula and assessment and recognition of non-formal and informal learning in Europe and also internationally.The project partners in Finland, the Netherlands and Germany will start teacher exchange in 2017-2018 and teachers are able to share ideas, test and develop teaching material. Some regional educational authorities have made EBBD as a common standard and they have assisted the implementation of EBBD.The project actively disseminated EBBD among VET schools, institutions of higher education as well as chambers of commerce, companies and governments widely in Europe and also internationally. Project created Facebook page and renewed website. The partners wrote 10 articles about EBBD+ project developments to EfVET Newsletter and articles to newspapers and magazines. The dissemination has improved recognition and sustainability of EBBD label. Around 20 new schools were accredited to provide EBBD which improves schools’ internationalization and branding and thereby competitiveness. EBBD has also identified skills shortages in curriculums and increased interest for CLIL implementation. The number of EBBD graduates has increased because of the active dissemination and larger number of accredited schools and there is already evidence that EBBD graduates have easier access to higher education and quality employment. The accreditation process has been simplified. It is web-based and has been tested to be efficient for the verifier and user friendly for the applicant.In the longer-term transparency of students’ skills and competences in Europe are enhanced by common EBBD curriculum since EBBD schools have a strong community where the know-how can be transferred. This promotes teaches exchanges and student mobility. The simplified accreditation process will further enlarge the network of EBBD schools and thereby increase the students’ possibilities for better employment and further studies.

"Project background and objectivesVery often the internationalization and growth of businesses is limited by the lack of competent workforce. The indirect objective of the project is to respond to the above mentioned problem by training competent workforce to the needs of small and medium sized businesses on the edge of internationalization. Demos Helsinki ( https://www.demoshelsinki.fi/en/) has conducted substantial research with reference to the relevance of internationalization in society and the future of work. According to this research, the employers seem to integrate internationalization competences with such features as empathy, resilience, capability to solve problems, self-esteem, assertiveness and trustworthiness. Internationalization competences are not seen only as language skills, cultural understanding or mobility. The training blueprint / curriculum that is developed by the project increases not only traditional marketing (communications) and internationalization competences but also soft skills appreciated by the employers such as capability to solve problems, resilience and curiosity. The pedagogical context applied when executing the ""Marketing through Europe"" training scheme / curriculum is team learning and project learning. These pedagogical methods further advance students´and teachers´soft skills. The objective of the project is to develop a flexible training blueprint for business, administration, commerce and management field of upper secondary VET. In the training blueprint learning at work, project learning (in cooperation with SMEs and other organisations), studying abroad, digital learning and team learning are combined. By developing this flexible training blueprint the project enables business, administration, commerce students to acquire competences needed when operating in international operational environments and to advance the development of their soft skills. Project aims and intellectual outputsThe main aims of the strategic partnership project are:1) Implementation of an investigative research including comparison of marketing related competence requirements in the partner countries. 2) Development of training scheme / curriculum (theme being marketing) that is targeted to business, administration, commerce and management students in the partner countries. The training scheme is partly digital and partly face-to-face and conducted in English. The core pedagogical methods applied when executing the training scheme are project learning, learning by doing and team learning. In each partner country there are companies/SME´s/organisations that are willing to let students plan, perform and evaluate their marketing activities. These SMEs / organisations act as associative partners during the project.3) Development of training materials that are relevant regarding the above mentioned development and realization of training schemes, the output being e-learning course / module.The development of marketing training scheme and training materials make it possible for business, administration etc. students and teachers in partner countries to network with each other. It also makes it possible for the students to complete study modules in English and get international experience through studying as a member of an European study group. Through this experience, the students in the partner countries will improve not only their marketing (communications) skills and knowledge but also their language and interaction skills as well as their soft skills (empathy, resilience, capability to solve problems, self-esteem, assertiveness and trustworthiness) appreciated by employers. Project target groupThe target groups are VET-students and VET-teachers in the field of study: business and administration, commerce, management, marketing. The indirect target group of the project are SMEs or/and other organisations acting as cooperation companies and associated partners during the project.Project partnershipThe partnership will consist of 5 organisation from four European countries. Länsirannikon Koulutus Oy WinNova is the applicant organisation and project coordinator representing secondary level VET-school. The Portuguese partner INETE (ENSINUS - Estudos Técnicos e Profissionais SA) is a vocational school for young people undergoing initial training as well as continuous training of professionals. Andrássy is situated in Eger, Hungary and is a school/institute/educational centre for secondary level general education. Graafschap College (Stichting BVE Oost-Gelderland) is secondary level VET-school in Netherlands. Hämeen ammattikorkeakoulu is higher education institution (tertiary level) situated in Hämeenlinna, Finland. It´s a multidisciplinary university which has also over 60 years´experience in professional teacher education (HAMK School of Professional Teacher Education - SPTE). All project partners have previous experience on Erasmus+-projects and mobilities."

Our Cultural Heritage in a European Context project was created by four secondary schools from Hungary (coordinator), Finland, Iceland and Spain. The four schools have already worked together in different projects and possess varying degrees of experience regarding international cooperation in the Erasmus + framework. The partnership would like to offer pupils with the opportunity to work together in international teams on cultural topics, honing their foreign language and IT skills as well as their communicative and interpersonal competences.Among the objectives of the project, the most important ones are: raising the number of pupils participating in international cooperation, teaching and learning about culture in informal and non-formal ways, making pupils better understand the importance of cultural heritage, strengthening their attitudes towards European citizenship, improving their English language skills, strengthening the international networks of the partner schools, developing creative thinking and promoting the use of IT tools in education.The participants of the project are the pupils of the four participating schools, the actual number of pupils participating in mobility is 64, 60 pupils would participate in short-term exchanges of groups and pupils and 4 pupils will participate in long-term study mobility of pupils. The participants of the project are secondary school pupils aged 14 to 20. Local participants of the project will add to the number of pupils participating in the exchanges. Also, during the project activities we will involve all the pupils of the partner schools in activities such as 'Culture Days.'To begin with, we will organize a teachers' meeting in order to discuss the components of the project with the participating teachers. We are also planning four short-term exchanges of groups of pupils, one in each participating country. In the preparatory phase, the host school's pupils will create videos and online quizzes for the guests to be published on the eTwinning space of the project. During the meetings, host schools will organize cultural activities for the guests and the local pupils. The pupils will have to work together on international teams during the meetings and gather as much information about the culture of the host country/region as possible. After the meeting the pupils will continue to work in international teams and create online magazines summarizing their experiences. The magazines will be published in English and will be available on the participating schools' websites as well as on the eTwinning platform. Teachers will create lesson plans using the materials devised by the pupils. With these lesson plans, the participating schools will organize 'Hungarian / Finnish / Icelandic / Spanish Culture Days' in their schools. Between the meetings project work will be continuous, both pupils and teachers will publish blog entries, the teachers will select the participating pupils, teachers will prepare pupils for the meetings and the work, participating schools will organise culture days and exhibitions and dissemination activities. We are also planning long-term mobility: pupils participating in the long-term mobility will be immersed in another culture for a period of 2 months, they will learn about a foreign culture in great depth and use English as a language of communication.During the project's lifetime we will use a variety of methods, in the preparatory phase we will concentrate on the use of IT tools, such as creating videos and online quizzes, and during the meetings we will make sure that the participating pupils engage in communication with their international peers. It is essential for us to create situations where pupils from different countries can work together and use English as a language of communication. After the meetings, pupils will continue to improve their IT and language skills when they prepare their magazines. On culture days, pupils will have the opportunity to join interactive activities focusing on the given country's culture.We expect the improvement of pupils' language, IT and interpersonal skills. We wish to raise cultural awareness through the planned activities, and an improvement in participants' motivation. We foresee growing numbers of language exams and better results in school subject such as English and History/Cultural History. We are planning to create videos, quizzes, magazines, blog entries, newsletters on schools' websites, Facebook articles, Instagram stories as results of the project. With culture days we are planning to reach all the pupils of the partner schools.Among long term benefits we await the enhancement of the participating schools' internationalization activities. The visible results of the project will draw focus to cultural studies and make the schools more popular with primary school pupils. The project will make international cooperation smoother and more fruitful.