"Resistance - a European ideal? The 20 (10+10) pupils of the hospitality industry and the nutrition and housekeeping of the Powiatowy Zespol Szkol Ponadgimnazjalnych in Jerzego Siwinskiego and the 20 (10+10) pupils of the Berufliches Gymnasium ""Gesundheit und Soziales, Fachlicher Schwerpunkt Pädagogik"" of the Börde-Berufskolleg of the Kreis Soest in Soest worked together within the framework of the Polish-German remembrance culture. After completion and follow-up of the previous project ""On the tracks of Janusz Korczaks/Gedenkstättenpädagogik"" it became clear in the reflection that another central field of work is the intensive confrontation with the ideals of resistance in Germany and Poland. This idea was the starting point for this project. Since the cooperation with the Polish partners ran smoothly, a continuation of the work with the school in Legionowo was obvious.The pupils of both schools are between 16 and 20 years old and, in addition to general study skills at universities and universities of applied sciences, aim to acquire in-depth professional knowledge through their degrees. By dealing with central events (e.g. German occupation, Warsaw ghetto, resistance under National Socialism, Solidarnosc movement) the students build up a sound understanding of the overall development of Poland, Germany and the whole of Europe. These events provide the background for an intensive examination of the common European goods and values of the past, present and future and show the interdependence of the developments. The pupils learn that resignation and passivity and adaptation can be overcome even in times of existential threat and endangerment, but that this may mean a danger to their own lives. In this way the participants acquire qualifications that enable them to participate in the political life of society.Central didactic approaches for all these events are places of remembrance that symbolize the past in highly concentrated form and authentically depict it. (Ghetto wall, exploration of the old town of Warsaw as a testimony of destruction and reconstruction, transshipment point, Pawiak and Aleja Szucha, Hohenschönhausen, Plötzensee, Steinwache, etc.) Within the framework of this Erasmus+ project, the pupils had the unique opportunity to open up these places with the explicit inclusion of their respective professional focal points. The aim was for the pupils to open up new vocational fields of action for themselves in the context of the culture of remembrance and to deal intensively with the question of their own professional activity within the framework of study and vocational orientation. In order to open up the places of remembrance, visits and sightseeing of these places were necessary. This was the reason for the mobility within the framework of this project. This was the only way the pupils could authentically experience how these places have been opened up so far and they could experience and analyse the necessary professionalism in the context of memory culture in its entirety and open up fields of action in this environment. Among other things, photo and video documentation, descriptions of the occupational profiles and their necessary competences in the context of the culture of memory, exhibitions, and the production of a radio programme have been carried out on products. The project has a lasting multidimensional effect. All those involved in the Erasmus+ project gained a differentiated knowledge of, in part, common lines of development from the 20th century to the present. The good Polish-German relationship was sustainably strengthened pro-European, as this project is a contribution to sustainable international understanding and rapprochement. In the long term, this Erasmus+ project aims to develop the behavioural disposition of each individual, to stand up for fundamental rights, human dignity and respect in Europe and worldwide, even under difficult conditions."

‘Memorials and their role in pedagogy and tourism. Following Janusz Korczak.’ – it is a strategic partnership for educational purposes. Two secondary schools are applying for a grant: from Germany it is Boerde Berufskolleg in Soest and from Poland it is Powiatowy Zespol Szkol Ponadgimnazjalnych in Legionowo. In 2013/2014 these schools realized eTwining project titled ‘ Janusz Korczak’. Teachers, students and their parents got into the project so schools decided to make strategic partnership and continue the topic in a wider form. There are main aims of the project:1. ‘There are no children – there are people’ – getting to know with the statement and with an activity of Janusz Korczak as an inspiration for present tutors.2. Showing the students the memorials and the role of empathy in tourism around such places.Four groups of 15 students and 6 teachers will take part in this project. The schools teach different professions but the aim of this project is to integrate professional competence of the students. The students of pedagogy from Germany will focus on a biography of Janusz Korczak and educational aspects of memorials. Students from Poland who learn tourism, cooking and information technology will improve their abilities necessary in these industries.The project will last two years and will be divided into four parts. Every six months there will be students’ exchanges. Students will together visit memorials and they will take part in workshops and lessons in museums. Having an experience the students will work some materials out for teenagers and they will create guidebooks about memorials. At the end of every year there will be informative session and exhibition of products and effects obtained during realization of the project. Thanks to this project the students will be better motivated to learn history and foreign languages – it will improve the results of their exams and their professional competence. The project will prevent prejudice against other nations and it will learn an open-minded attitude to different cultures.The framework of the project does not constrain a further partnership and it gives the possibility to broaden it during next editions.

Two German, one Polish and one Estonian school in the field of vocational training are setting out to integrate modern digital media into everyday school life. The observation and improvement of the living conditions of insects in a local eco-region serves as a concrete starting point. Over a period of almost two years, modern digital media will be introduced and changes in the eco-region will be observed.Modern tools for collaboration, project management and data processing will be introduced or their use will be deepened in the project schools which are participating. Pupils of the project schools as well as pupils of the local partner schools who attend different classes are taught how to use these media. Together with teachers from the partner schools, best-practice examples will be developed for all areas of their school activities (teaching, teacher-pupil communication, securing results, extra-curricular activities, etc.). The use itself will be evaluated. With the help of external partners such as NABU (Nature and Biodiversity Conservation Union) or environmental authorities, interesting insect populations and ecoregions are selected for observation. The populations or specific behaviour are then counted or recorded. The project schools plan and build the necessary technical aids themselves in project or regular lessons. They document the tools and help the local partner schools of year 3/4 or 9/10 using them. Thus there is not only a European project partnership across national borders, but also local partnerships with primary and lower secondary schools. This creates knowledge and an awareness for the responsibility for local biotopes. The comparison with corresponding results of European partner schools gives an idea of the fact that nature conservation cannot stop at national borders. The results and the commitment of the pupils are made known in their social environment through public relations work. They learn that the public rewards and supports responsible behaviour and that it is therefore worthwhile to work for the interests of nature.Through the cooperation between different school types and age groups, education and training opportunities are made better known locally. This might be a starting point for future collaborative projects and add sustainability to the project. Although we share many common values in Europe, getting to know people from other countries is a central concern of all student exchanges. Only those who have worked together with other pupils from Poland, Estonia or Germany are better able to avoid judging people solely on the basis of their origin. Visits on site awaken a feeling for the common European heritage. The project thus has a multidimensional, sustainable impact. All those involved in the Erasmus+ project will be developing a differentiated knowledge of some common lines of development from the 20th century to the present. The Polish-German relationship, including the Polish neighbour Estonia, will be strengthened in a pro-European way, as this project is a contribution to sustainable international understanding and rapprochement. Existing (pre-)judgements are replaced by differentiated knowledge and practical work with digital tools. In the long term, this Erasmus+ project aims at developing the disposition of each individual participant to stand up for fundamental rights, human dignity, ecological thinking and respect in Europe and worldwide, even under difficult conditions.

Play Equal- Leveling the field of education (PE-19)Play Equal (PE-19) Is all about creating equal opportunities and social inclusion. Children (in general) are the change makers of the future generation. Every child must have the opportunity and tools to reach his or her full potential, regardless of background, the level of education of the parents or their financial resources. Education is the most important tool for promoting equal opportunities. If people have equal opportunity to gain education and skills, this goes a long way to promoting equal opportunities in the labour market. This project is specifically for students (between the age of 12-19 years) with disadvantaged backgrounds and fewer opportunities compared to their peers because of economic obstacles or cultural differences.Despite national and international effort to create equal opportunities for children, inequality rises within the educational system. Although the EU is making headway (f.e. The Erasmus+ Programme aims at promoting inclusion by facilitating the access to participants with disadvantaged backgrounds and fewer opportunities compared to their peers whenever disadvantage limits them) in focussing on equal opportunities and inclusion more needs to be done to: 1.facilitate this process on all levels (school, local and national government). 2.to make innovative approaches more widely available and sufficiently promoted. 3.Sharing of knowledge and resources, development of new and strengthening of existing models of social inclusion will be key to continuing growth of this focus point. When we create and facilitate equal opportunities and social inclusion we resolve disadvantages and give students a better and equal starting-point. We level the field of education and as a result students can take ownership of a successful ongoing learning pathway and this will enable a successful transition from school to the world of work (training / employment /tertiary education). It will help them stay in school and tackle ESL (Early School Leave). Talent development helps the student learn new competences, gain self-confidence and a feeling of belonging at school and in their community. This partnership has seven partners from three countries and it will deliver 6 intellectual outcomes. The partners represent the different type of stakeholders. PE-19 will create outputs that foster innovation on strategic (policy) level, management level (school) and operational level (curriculum):IO1: Learning social inclusion through (Best) practice IO2: Action research: framework and validating key-success factors IO3: Co-creating educative partnership between schools and parents IO4: Blueprint: Combining formal and non-formal methodologies for learning in an ongoing pathway IO5:Hackathon - an innovative way to bring new solutions to the table IO6: Aligning social inclusion within school and governmental policy Intellectual outcomes we will deliver:We use a multi-level approach in this project. Interventions are directed towards all stakeholders (students, parents, teachers, school management and governmental level). Methodologies that will be used in the process:- A combination of formal and non/informal learning methodology- Work Based Learning (WBL)- Connecting to the labour market (via apprenticeships, getting to know the world of work, enhancing social competencies )- The use of creative and innovative methods, -Use of ICT (hackathon)All partners will fully disseminate the project’s outputs within the school context and in Local Learning Hubs, whilst building partnerships that collaborates to shape the increase of sustainable inclusion for young people with challenging backgrounds. Despite the common aim and goals, each partner will have the possibility for creating a 'couleur locale': a specific local context. Every country and municipality has specific legislation, policy and focus points within this subject. Every partner has to create new or strengthen existing networks to disseminate and to get input to bring this project further. This is necessary for the outcomes of the project, but also to increase the sustainable impact; creating a change within schools and policy! PE-19 will transfer knowledge across multi-educational environments: Secondary education, VET, educational policy makers & within the world of work. It will build high quality tools & transferable methodologies, guidelines and tangible results to promote (social) inclusion and equal opportunities within Europe, build competences by students and influence policy so students can meet their full potential.