School, school life and the teaching methods barely changed within the last few years. Comparing this with the technical and digital developments in other areas (e.g. the automobile industry), it is recognizable that this development had barely reached the school buildings. While economic markets connected and a global trade established, connections between European schools were hardly formed. Our concern is to eradicate this shortcoming by enabling an exchange for students between six European countries. Requirements in daily routine and business life changed because of the global and industrial developments. Together, we want to search for new ways of learning and living in schools which satisfy the upcoming European challenges with the goal to prepare teachers for these requirements. We want to dare the attempt to anticipate the future development and to gain a vision of a school with a European profile. Therefore, we originate from the needs of young people in a European society and the requirements of the future business world in the European economic sphere. Political developments with a special attention to the upcoming populism and xenophobic attitudes are considered as well. The new intercultural competences which have to be developed during the project, train the competence in dealing with students from different cultural backgrounds, both for teachers and students. They will become aware of European commonalities and diversity and come to appreciate them. We pursue a strengthening of the personality of every participant by the planned intercultural activities. The personal competences of each individual will operate applicatory in the broader flexibility and security in international contact first in the tuition and school climate and later on in the private and business life of the participants. The project will be initiated by the Gebhard-Müller-Schule, a vocational school with a business profile located in Biberach, Germany. The partner schools are: ITET “E.Fermi (Barcelona, Spain), Pozzo di Gotto (Sicily, Italy), St. PCVO Nijverdal-Rijssen CSG Reggesteyn (Nijverdal, Netherlands), Escola secundaria de Palmela (Palmela, Portugal), 2 Geniko Lykeio (Rethymno, Greece) and IES La Madraza (Granada, Spain).Students at the age of 15 and 18 years will attend in the project. All partner schools are operating in the upper secondary education (advanced level). The focus of all schools lays in general education and cover the areas tourism, financial and marketing administration, information systems, international relations, environmental and territory buildings, economics and business management and law.Seven meetings are planned during the term of the project of two years. The first meeting will be a strategic teacher´s meeting with a characterization of an advanced training in which the current state of the attending schools should be determined and the concept or script for the following six student-teacher meetings is planned together. The focus of the six student-teacher meetings will be: sustainability, digitalization, virtual tuition and the relationship between students and teachers. All partial results will be summarized in an education short movie. The movie informs the audience by picture and video footage, interviews, moderation and text modules about the design ideas for the foundation of a European school of the future. The movie which illustrates the concepts for modernize the classic school routine, developed by the students. The visual processing of the results by a movie enables different interest groups to get fast and easy access to the gained results. In this way, the previously stated problematic addressed fast and straightforward and therefore can start a discussion.

In the European economic region companies collaborate although their local, regional and national conditions are very different. There are countries with a weak and with a strong infrastructure. Whereas in the northwestern part of the European Union almost every citizen has got a job and there is a high demand for skilled workers, the eastern states of the EU are struggling against unemployment and the younger people hardly see any professional opportunities in their countries. This project had two major goals: On the one hand, it has created a better consciousness for the European economy among young people who have just started or are about to start a career. They learned what it takes to be an entrepreneur. Therefore, they had to examine the local markets before they could come up with an innovative and attractive product, which was easy to market afterwards. During the whole project the focus was always on the entrepreneurial thinking of the adolescents. Procedure: After having agreed on a cheap location (Bulgaria), they searched for suitable employees throughout Europe. Possible candidates who responded to the job advertisements were invited to an interview. After having filled the vacancies the students started to design and finally produce their product. Another important aspect the students had to deal with were marketing strategies: how to promote the product throughout Europe? In the end, they agreed on flyers and commercials. On the other hand, the students have learned that they could also search for a suitable workplace as skilled workers outside of their country. They gained some first experience how to do this and what to think of: Where and how do I have to apply? How to prepare for an entrance test or a job interview?Most of these questions were answered during the visit of some big companies and the following talk to the company representatives (vocational, international and personal experience as well as a good command of foreign languages). The project and its participants (aged 16-22)Through the use of role plays the students learned to embody the role of an entrepreneur (making decisions, founding a company, searching for suitable employees) which improved their entrepreneurial skills. On the other hand, they also took the role of an employee/ job candidate who applied for a job (social and professional skills, experience, etc.).First, the students analyzed and compared the education system of the participating countries and the resulting career opportunity of each degree with the goal to strengthen the students´ willingness migration. Here, the issue of how to integrate vocational migrants was discussed. Finally, after the project the students realized that globalization does not only take place in European submarkets but also in European schools, in this case in projects and the support when it comes to searching for an apprenticeship or a work placement. The language spoken during the project was basically German, supported by some English. This was a benefit for all participants, because non-Germans could elaborate on their German skills and, if necessary, use English to clear up some points.

"We pursue with the model of a ""European School"", the importance of the European Community for the security of its people and their peaceful coexistence. Educational priorities should be: the inner-school coexistence, conflict management, teamwork and common shaping of the future.Together, we wanted to find new ways to projectively explore school life and learning in terms of anticipated European challenges as well as to prepare both students and teachers for future need at school and work life.We have started the project with a questionnaire where we found out that students are very positive at school. Students wand to be prepared for life, they want to use new technology and are totally interested in new learning methods, also in new subjects. We have done a lot of workshops with students from different countries. They discussed about better ways of teaching and found common standards and ideas. We created a platform to exchange current school life. We found many differences but the logo of the European School and the values, which were created by students at the beginning of the project, were always the identity to stick together. In the workshops, we focused on timetables, subjects, roles of teachers and students, on skills and digital movements. As am example, results from the workshop about values were, that students agree on basics as tolerance, respect, freedom, integration, democracy, fairness, honesty, safety, equality. If we are going to build a European School of the Future it is important to have the same European values. The project offers the possibility to get open minded, to accept different ways of living and shows that we are all human being in a European Union but are still all individuals. This expectancy of the values got transparent in daily school life, which is the biggest result and one big goal of Erasmus+, I am proud of. The project was initiated by the Gebhard-Müller-School (Biberach, Germany), a vocational school with a commercial profile. Our partner schools were: ITET ""E. Fermi"" (Barcellona Pozzo di Gotto, Sicily, Italy); PCVO Nijverdal-Rijssen CSG Reggesteyn (Nijverdal, Netherlands); Agrupamento de Escolas da Maia (Maia, Portugal); 2 Geniko Lykeio Rethymnou (Rethymno, Greece); Borgarskolan Gävle (Gävle, Sweden). The project involved students between the ages of 15-18 years. All partner schools are active in the upper secondary level. The focus of each school is on general education as well as tourism, finance and marketing administration, information systems, international relationships, environmental and territorial buildings, economics and business management and law. The shared benefits of these international relations created a long-term cooperation and intercultural exchange for other projects with some partners. The new intercultural competences that were acquired in the project, both for the students and the teachers, train the ability to act in dealing with pupils from other cultural backgrounds. Both students and teachers became aware of European commonalities and diversities and recognize their value. Through the planned intercultural activities, we were pursuing an extension of the personality development of each participant. The personal competence of the individual that results in a greater flexibility and security in the intercultural approach had an impact on the classroom and school climate and on the participants’ private and professional life."