"The partners who participated in the implementation of the project operate in Poland - Agricultural Skills Association TUR - Poznan, in Germany - German Training Center for Agricultural Techniques - DEULA - Nienburg, in Spain EFA La Malvesia. All institutions deal with education in the field of agriculture - as sending and receiving institutions for professional internships. Each of them has extensive experience in implementing Erasmus + projects as part of the KA1 campaign. Each of the partners conducts trainings, which are designed to prepare students in the field of occupational safety and health before starting an apprenticeship. Working on this matter, meeting and exchanging comments, they noticed some differences regarding the content and methods of training in these three countries. It has become an inspiration to exchange experiences and develop recommendations, to unify the system and training program within the framework of the project: ""We improve work safety in agriculture by exchanging our training experience"". I have already mentioned partners have many years of experience in educating students in the agricultural industry. This takes place in countries where agriculture is highly developed in technical and technological terms in countries (Germany, Spain, Poland), where there are numerous training activities in the field of health and safety, and yet in each of them there are almost 30,000 accidents at work annually. Looking at these data in terms of all accidents at work, we see that every fourth accident takes place in agriculture, and about 60% of the causes of these accidents lie on the side of human behavior. This relatively high incidence in agriculture justifies the need to take action in every area, especially in youth education. Therefore, the exchange of experiences, the comparison of training programs in the field of health and safety and the introduction of certain modifications in the training programs implemented in partner countries were the main goals of our project.The result of the project was to develop recommendations for modifying our programs and training methods in the field of occupational health and safety. We assumed that the project will be attended by members of project teams, at the same time employees of training institutions - professionals who are responsible for the physical implementation of the training, the program being implemented and evaluation. Each of the partner institutions has selected 3 people who have been trained in occupational health and safety in agriculture according to the programs implemented so far. These people also took part in developing partial recommendations after each of the three trainings (one training for each partner). In addition, their task as a member of the project team was to make a comparative analysis of the training programs of each partner institution beforehand. During the activities of each of the partner institutions, and above all during the trainings conducted in each of the partner organizations, the aspect of work safety was and is an important element of the training and instruction that is compulsory. However, safety issues have never been the subject of joint work, comparisons and analyzes as well as mutual learning from each other. This came about during the implementation of our project and was an element of short-term learning and teaching in the project partners' organizations. As part of the project activities, each project team prepared to present a training program in the field of occupational health and safety. In addition, he analyzed the effectiveness of the training program in relation to injuries and accidents that happened to pupils / youth during practical classes. This was also discussed during project meetings related to learning in the partner country. The trainings in Germany, Spain and Poland were started in the course of the project implementation. During the implementation of these five-day trainings, participants learned about the content, methods and applied teaching aids in the field of occupational safety and health in agriculture, at the same time they developed recommendations and introduced some modifications in training programs. The results of the project were applied in each of the partner institutions during the implementation of compulsory training of subsequent trainees under the ERASMUS + Action KA1. For important tasks The next participants of foreign internships will disseminate the results achieved in the farms and enterprises in which they will be doing internships. The implemented results will be used during other trainings offered to farmers. During these trainings, there are always elements of occupational safety and hygiene. As you know, partner institutions have extensive contacts and work closely with agricultural schools. Thanks to this, the results of our project are transferred to these educational institutions in order to better prepare staff for the European l"

In a European context of agricultural decline, a crisis in food systems (quality, safety, globalisation), the closure of landscapes and the extension of forests, multiple forms of pollution (air, water, soil), the loss of biodiversity, the loss of traditional and cultural knowledge, and climate change, extensive pastoralism appears to be a relevant response to these issues by maintaining open environments that promote biodiversity and reduce the risk of fire, and by quality production through natural herd feeding and the absence of the use of phytosanitary products (lower input costs). .. Moreover, pastoralism plays its part in the economy of industrial and artisanal sectors. Beyond the production of meat and milk, it abounds in others such as wool and leather, materials that are in vogue and whose development can be imagined because of their qualities and sustainability. However, pastoralism itself faces difficulties such as predation on herds (bears, wolves, wild dogs, management of tourism and patous), damage to crops and deterioration of grasslands by wild animals, access to land, the use of phytosanitary products to treat parasitism, meteorological disturbances (periods of drought and humidity), economic difficulties for farmers, etc.Faced with the emergence and expansion of a multifactorial and uncertain situation, training must know how to adapt and seek new ways of responding. Our postulate lies in the idea that European diversity and collaborative methods are a way to achieve this. These are, therefore, the first bases for cooperation on the subject of formation for pastoralism that we wish to build here.Starting from the observation that we face the same difficulties and that our contexts are similar in Spain, Slovenia and France, the partners of PastorEA set themselves the following objectives: I. to refine the inter-mutual knowledge of the contexts and to identify the points of convergence and divergence;II. to make an inventory of the organisation of training and the transmission of knowledge in pastoralism (including approaches, methods and pedagogical tools);III. to analyse and compare training systems;IV. to elaborate scenarios for the development of training in pastoralism based on field issues and to identify the relevant pedagogical elements with regard to these issues;V. Contribute to making pastoralism visible so that it is recognized for the important place it can have in the agro-ecological transition.The project brings together different institutions in three different countries: - Spain (Federacion de Escuelas Agrarias de Galicia) in charge of training agricultural advisers and future herders,- Slovenia (Naklo Biotechnology Centre), in charge of training managers, agricultural advisers and technicians, teachers and future breeders,- France (L'Institut Agro - Montpellier SupAgro - Institut de Florac) in charge of teacher training.Three training sessions of 3 days each will be organized in one country for a mixed public. About ten people per country will participate in the transnational training courses for farmers and shepherds, teachers, trainers, advisors and technicians in chambers of agriculture, from pastoral associations and unions, or organizations managing labels or brands. They will be selected for their expertise in their field (ecology, animal husbandry, pastoralism, pedagogy, technique, management, etc.), their ability to multiply information (networks), and their relevance to the development of training courses in their country at a later date. Each will bring their own vision of pastoralism, their own context and will be the bearer of the dissemination of the work. Two seminars will be held during these training sessions. The first one will prepare them in form and substance. The last will analyse the elements collected, formalise the scenarios for the development of training and evaluate the achievements and the process mobilised. If need be, it will enable to position itself on the relevance of a second innovation development project.The expected results are the sharing of the context and the stakes of each one; an inventory of the structuring and organisation of training in pastoralism in each country; an inventory of approaches, methods and pedagogical tools for the transmission (formal or informal) of knowledge; the constitution of the basis of a European cooperation network on the issue of training in pastoralism to envisage subsequently a project for the development of innovation on the aspects of training engineering and pedagogical resources; scenarios for the development of training.

<< Background >>The COVID-19 pandemic made the world face a completely changed situation. Therefore, in 2020, numerous adaptations had to be carried out also in the field of tertiary education.The project's aim is to develop, implement and evaluate a free-access, innovative and high- quality website training, which will strengthen the participating lecturers' professional development. The acquired knowledge, skills and competencies will be included in their practical classes. By doing so, they will upgrade their digital and didactic competencies, cooperative and innovative practices, and develop new distance teaching methods.The key purpose of the project is to empower the practical contents lecturers to implement high-quality teaching situations in digital environment. This should be a reply to COVID-19 and all possible future challenges which might render non-virtual teaching impossible.<< Objectives >>The project's objectives are:Upgrading pedagogic and digital knowledge, skills and competencies of the practical lessons lecturers and qualifying them for an adequate implementation of teaching situations of the practical contents at distance learning in order to be comparable to non-virtual teaching (efficiency, quality).Boosting informal professional distance education of lecturers, which will be accessible anywhere and anytime.Enabling distance learning to all students, including those with learning difficulties or the socially-deprived ones.Boosting the adaptability of the practical classes and its successful inclusion in distance teaching, in the so-called hybrid classes or using the model of distance teaching in the cases of a needed teacher's replacement.Ensuring sustainability and sharing the results of the project with other interested public (e.g., adults included in life-long learning programmes, vulnerable groups, etc.)Target groups:The primary target group of the project are mentors of the practical training and mentors/caretakers of the vulnerable groups. The secondary group are the lecturers, school leaderships, political decision makers, employers.Indirect target group or final users of the project competencies are students in practical classes (independent study), vulnerable groups, and adults included in life-long learning programmes.<< Implementation >>Four partners from the three various states (Spain, Croatia, Slovenia) are participating in the project.The project is structured on two levels: intellectual results (IR1) and transversal activities: project management and implementation, project monitoring and evaluation, and dissemination of the project's results.The project will bring the following results: IR1: THE ANALYSIS OF THE EXISTING TOOLS, ENVIRONMENTS AND APPLICATIONS FOR A DISTANCE PRACTICAL CLASSES AND STUDY CASESIR2: THE CURRICULUM OF THE WEBSITE TRAINING »E-PRACTICAL CLASSES« AND PREPARATION OF PROFESSIONAL INSTRUCTIONSIR3: APPLICATION DEVELOPMENTIR4: E-APPLICATION DEVELOPMENT AND THE PREPARATION OF THE WEB-HANDBOOK (it will be a free-access handbook, easy to read for the vulnerable groups, except for the part on the academic level).IR5: SAMPLE E-CURRICULA, THEIR IMPLEMENTATION (ON TERRAIN) AND EVALUATION IN PRACTICE<< Results >>The expected and most relevant effects and long-term benefits of the project Didactic-digital tools for the practical contents training will be (among others) the improvement of the pedagogic and digital competencies of mentors, their improved professional confidence, openness for international cooperation, project work, etc. Students will acquire equal vocational competencies and skills regardless of form and implementation of practical classes. Besides vocational competencies, the improvement of the students' digital competencies is also expected.The project presents a great potential for adaptation of the classes to different situations and emergencies.The materials in the project will be developed in English, Spanish, Croatian and Slovenian language. They will be free-of-charge, accessible on the web of the project, functioning also as an educational platform. There will be varied levels, from academic to easy-reading level.

Students aged between 12 and 17 in four schools (France-La Réunion, mainland France, Romania, Spain) will carry out a project turned towards an environmental issue of Europe and entitled P.O.L.L.E.N. (Plants, Over their Life, Learning European Nature).The actions carried out throughout the project will enable pupils to develop core competences (ICT, foreign languages, maths, science, writing), as well as personal skills essential for lifelong learning and for their insertion into the professional world: entrepreneurship, initiative, teamwork, autonomy, creativity, problem-solving, etc…These actions will also enable pupils and all the people involved to give a better meaning to the daily eco-gestures, at the basis of the challenges we have to face as European citizens.The project is divided into four phases. Each of these phases includes teamwork in each school and a pooling during the mobility to organise an event ending the phasis:*Lecture and exhibition of posters about the biology of plants*Lecture about the relationships between plants and their environment, completed with an exhibition of photographs of plants.*Lecture about the history between plants and Men completed with the presentation of the common booklet, the testimony of the diversity of the using of plants through Europe, and a POLLEN fair with stands lead by professionals.*Lecture about the risks incurred by plants and the ways of conservation and projection of a film about local specificities: threatened species and Conservation Areas.All those activities will lead to a positive evolution in the awareness of the necessity to protect flora (with an efficient awareness campaign and the evolution of both school and private students' environment in an organic way).A POLLEN Twinspace will first be created to enable students to collaborate in different activities and exchange about their work. Some public pages with all the students' productions throughout the project will make it possible to transmit informations related to the project, as well as a POLLEN Facebook page fed by articles written by students to share and communicate about the local actions/works.POLLEN project will persist on the eTwinning platform as we are:*revitalise the awareness campaign each year on the same day in the four schools.*study and follow the evolution of the gardens.The impact of our project should be significant on students themselves, as they will develop their own competences and open up to Europe, but also on teachers through the exchange of skills and practices. An enduring spirit of initiative and a willingness to pursue international cooperation will constitute sustainable benefits in each school. We expect a long-term impact on the local community as a whole (municipalities, entrepreneur and environmental associations, companies, other schools) as local stakeholders who will help with the project should get concrete benefits from our work and will be able to keep and re-use our productions for future actions.To finish, our experience will be shared with the lifelong learning community on a national and European scale to make our productions available to the public and inspire other European projects.

At European level, youth unemployment and job insecurity are observed as a reality, being more pronounced in the countries of the Mediterranean area. The Dual Vocational Training allows a contact between trainee with labor market through a real experience from the beginning of his/her internship. They can learn more about the job in more significant way, they are also more motivated, and, above all, increase their employability in the professional sector they have chosen.Trainers of companies, but also the teachers, students and the educational government in each country will be involved in this project. When the proposed actions will be carried out, competences and skills of everyone will be improved, creating also a feedback between all of them. This will benefit the flexibility of the VET system.It is tended to create and to develop different resources that will professionalize the work of the trainers who collaborate in internships and are the link between VET centres, students and companies. Therefore, main objective of Upgrading Trainers in Dual VET System (UpT2S) is to generate resources that will help the professionalization and improvement of trainers skills in Dual Vocational Training. It will mean more employability, insertion in the labor market and entrepreneurship of young apprentices people.The main objective will be specified as follows below:- To make the work relevant and improve the professional skills of the trainer in the process of training young people. For this, an accessible training course with didactic resources will be generated to improve its training role.- To develop tools for the evaluation of the students' competences and prepare trainers to carry out this process.- To generate a manual of good practices regarding the trainer role and skills. This will require a thorough investigation, in addition to the exchange of experiences and good practices that will be carried out throughout the project activities.The election of such diverse partners, but with similar backgrounds and needs in the upgrading of the internship system, will help us in order to study the Vocational Training model, its development ratio in each country and the role of companies in the teaching&learning process.The specific Intellectual Outputs will be:IO1: A structured online course for trainers who can use VET schools and educational institutions for this purpose. It will be elaborated by modules that will be worked in different meetings.IO2: An application or tool that trainers can use for the evaluation and appraisal of apprentices dual professional training.IO3: A guide to good practices and successful practices on training and the trainer role and their competences with an analysis of the existing practice and the introduction, through the project, of a specific focus on the role of schools, companies and public institutions in this task.All Intellectual Outputs will be online and available after the project. Both three will be embedded in the website-platform. IO1 will be a moodle course, IO2 will be an App and IO3 will be an interactive document with multimedia contents. Then, the possibility to be used is ensured. At national and European level, all partners will furthermore grant, after the end of the project, that external participants (VET schools, companies, trainers, educational institutions) interesting in learning or using the results of the project will receive a necessary attention, support and feedback. There will be a space in the platform for this kind of target groups which is directly linked with database.This project will have a high impact at local, regional, national and EU levels because is directly linked to the agricultural sector and business which is one of the main economic activities where the project is developed. All partners are located in rural areas so the project will be a step forward also for the local development. On other countries which there are internships in the VET studies, the same course and tools will be useful for schools and institutions and it can be interesting for stakeholders with similar profile to the one in the partnership.At the end, the upgrading of trainers, who will acquire and apply new skills and knowledge for their work, will have a real impact in the society and economy, increasing the employability and entrepreneurship of trainees. It is known farming is a primary sector that employs socially disadvantaged people with fewer opportunities but, at the same time, the sector is raising the competitiveness in terms of soft and hard skills, so UPT2S can have an important impact on population with fewer opportunities.