Cultural heritage has universal value for us as individuals, communities and the whole society. It is important to keep the traditions for the next generations. It plays an important role for the future of Europe. Protecting our cultural heritage we learn about the diversity within our society and we join intercultural dialogue about what we have in common. We should keep our cultural heritage and protect it.The aim of the project was to get the chance to show the problems of cultural heritage to young people, to teach them to value the culture they live in, which surrounds them. The project motivated young people from Slovakia and the Czech Republic to discover the cultural heritage of these two countries. At the same time young people learned to strengthen their belonging to our common Europe.Thirty – two students of secondary school participated in the project. The project activities were concerned about the importance of protecting the cultural heritage of both Slovakia and the Czech Republic, promoting cultural monuments, traditions of both countries.The project activities strengthened the interest of students in the history of their own country, the need to protect the cultural heritage of Europe and the whole world.The students prepared presentations and videos about the cultural heritage of Slovakia and the Czech Republic, which will be used in the educational process next years.

The starting point of project is the programme for international student assessment “Pisa exam”.According to 2015 pisa exam results,Turkey is far behind when Physics,Chemstry and Biology are taken into account.Science literacy average(the rates of high level student performance) is especially under average in Turkey.In Turkey,rate is at the level of %0.3.OECD average is %7.8.Each partner school prepared a report by taking their own 2015 Pisa Science results into consideration.According to this report and project management team’s meeting decisions,below actions were done as a school;-Science lessons were regulated to be done as %60 theoretical(in class)and %40 practical(in lab)in weekly lesson plan-The number of students taking project work from science lessons increased thanks to activities based on applied experiment,observation-Fatih Project ICT tools were used during the experiment-observation applications in science lessons-Performance studies given to students each term were assessed as experiment-observation output but not paper report-Cooperation protocol was signed with the university and teacher-student visit provided mutually.Thanks to this cooperation protocol,the experiment based lesson awareness of students risen-Observation,experiment studies prepared by students were delivered to school teachers,students and parents at LTSDU science fair.During year,science campaings,informing,contests,seminars were organized parellel with students performance studies-Practical learning model was tried to be carried out in classroom atmosphere.Perfomance studies were presentation of products emerged in classes-Science teachers carrying out project preferred practical learning(lab-based learning),learning by doing approach by %30 rather than classical method(theoretical core transfer)in their annual plan and training courses plans.They also suggested this model to their colleagues.-Main objective of project is to increase students science literacy to %50.It is necessary to use constructive method so as to take student to center and to supply student permanent learning by learning by doing.It is also important for tachers to help students get idea of “to use knowledge in their daily life”.Besides,students were supported by scientific activities such as seminars,presentations and science fair.It is observed that by help of above activities,approaches and conducted questionnaire,students‘ science literacy increased.Turkish,Spanish and Hungarian schools are secondary school.Italian and Chech schools are vocational high schools whose education based on electronic,computer sciences and science.Project was conducted by those five partners.Here are activities done;-Questionnaires showing preliminary knowledge of target group(teacher/student),development and result were prepared and applied-Project was introduced to school administration,teachers and students via presentations and conferences-Project corner and board prepared and updated throughout duration of project-Countries’ classes hanginformation about common countries’ cultures on Project board-Project website was prepared by Chech and updated regularly-Project web pages and project blog sites were formed on school web sites -Project page was created and kept up-to–date on E-twinning portal-Pisa 2015 results evaluated and reported-Observed modern laborotiries thanks to university trips-Wide-ranging LTSDU science fairs organized-Project international logo contest organized(Hungary)-Scientific developments were followed(performance studies)-Both teachers and students set up project teams-Project management team held meetings permenantly-Posters,brochures,banners were used for the purpose of dissemination.Municipalities,universities,National Education Directors and schools were visited and these materials were distributed-The students organized scientific information campaigns-Seminars related to Science and Adolescence were delivered by teachers and academicians-Memory booklet was prepared by Spain-Project DVD was prepared by ItaliaHere are the obtained results and impacts:Students; -learned how to search,organize,select,share and collect scientific knowledge-got the oppurtunity to use the theoretical knowledge in their daily life(science literacy).-formed European consciousness by communicating with their European peers with help of E-twinning portal and mobilities-increased adaptation capacity by interacting with new educational environment-by gripping importance of science,students are going to spend enough time to experiments,homework and testing both at school and out of schoolTeachers;-shared educational,pedagogical practises mutually with European teachers-adapted to new contexts,knowledge-brought new dynamism to their working environment with their colleagues-used laborotary based learning model which supports learning by doing-Improved foreign language skills-Used ICT actively in their classes

AMOR - Autonomuous Mobile Robot was a project (2017-2020) focused on the effective cooperation of student teams in home schools during the school year and during international short-term student workshops in all partner countries. During the project, student teams with a VET teacher supported by participating VET organizations designed, developed and manufactured a robot. Students were from the 2nd and 3rd years of studies of different branches – mechanical engineering, electrotechnics, IT. Project cooperation and peer-learning were a big challenge for them. This form of cooperation contributes to the development of personal, professional and intercultural skills in a limited exchange time. During workshops participants discussed and developed their project work related to the robot, exchanged experiences and ideas, but also enjoyed the opportunity to meet real life in each country through discussions with other students who were not directly involved in the project, visits of companies using robots in their production programs, participation in cultural and sporting events. The process in the project was long, but it was necessary to include all workshops and routine work in practice. All partners have been integrated into it. During the project, a total of 20 international teachers of technical education and training participated in consultations / monitoring / teaching, evaluation and mutual learning during the implementation of the workshop. The end product in each partner organization is a technical drawing, manual and autonomous mobile robot.One workshop was planned in each partner country, ie a total of five workshops, each with the participation of four students and one teacher. Unfortunately affecting COVID 19 it was not possible to hold the last workshop in Finland, so only Finland completed all the mobilities. We agreed with the partners to implement the activities of the last workshop virtually using e-mail communication, Skype and Facebook. This communication was also more difficult because all participants had to use their home equipment because the schools were closed. Ing. Matoušek – teacher of SPŠT Třebíč designed a track for testing robots and each team uploaded their experiment and posted it on Facebook. There are also manuals and drawing documentation for the robot (in this way we virtually carried out a short-term activity). The fulfillment of the goals is evident from the experiments on the test tracks.As all participating organizations are vocational education and training institutions with similar fields of study, they will remain in contact after the completion of the project. We seek and discuss opportunities for new projects and collaborations for both students and teachers, as learning from each other's visits, exchanging experiences and best practices is a good way to improve knowledge and skills and develop intercultural understanding and gain new perspectives.

"The main aim of this project was exchanging of experience, exchanging of examples of good practice on a field of catering and tourism and gaining of inspiration from this experience for creation of methodological materials and open educational resources with using ICT and English language. This is why teachers and education providers in the field of tourism, catering and ICT from different countries decided to cooperate to constantly improve their ability to provide students with all the necessary skills and knowledge in order for them to be able to meet the needs of the tourism market, and thereby strongly improve their employability opportunities. .As a result, the ICT: a European Approach project targeted two main outputs:Methodology and Open educational resources (OER).There were taken these steps leading to the creation of the 2 intellectual outputs: TPMs, exchanging of experience and creation of intellectual outputs.Transnational project meetings were held in Otrokovice in the Czech Republic, in Iasi in Romania, in Szeged in Hungary and in Pisa in Italy.The main aims of the TPMs were:-To establish an international project team, set administrative and financial rules, agree on a way of communication-To exchange of experience, examples of good practice and awareness of new teaching methods -To gain new knowledge on the field of catering and tourism teaching-To discuss and agree on a form of the two intellectual outputs – Methodology and OER-To follow the creation of the two IOs, its progress, piloting and testing and final completionOver the 3 years partners were committed to give the best of themselves in order to come up with the most suitable solution to the question this project addresses: ""how to improve ourselves as catering and tourism teachers and give appropriate tools to future generations?""In duration of the 3-year-project 2 IOs were created:1) MethodologyThe Methodology is a useful document of 87 pages, freely available and contains an introduction of a partner´s institution, studying fields, type of education, school programme for catering and tourism, teaching methods, worksheets and glossary of the most useful vocabulary in all partners’ languages.The Methodology is available in English language and all parts, except for worksheets, were translated into the partners ‘languages. The Methodology is accessible on the project websites and on the partners ‘school websites.http://europeanictproject.wixsite.com/ictproject2) OERThis output (OER) was agreed after discussion about different events, activities at schools. Partners agreed on a form of this OER and decided to create eBook of local recipes and to enrich it by some stories which were created by students.The eBook of recipes is available in English language on the project websites and on the partners ‘school websites.http://europeanictproject.wixsite.com/ictproject/oer---downloadsTeachers selected the most traditional meals and their recipes to be prepared, to be described the process of preparing, to be taken some photos of them. Students were searching the net to find some stories connected to every recipe, read them and wrote their own short story. Some recipes were preparing in school training kitchens and some at home, it depended on the possibilities of each school.Especially teachers from partners ‘schools were involved in creation of the IOs but their students helped them to create stories and to pilot, test and comment the outputs. Both IOs are now ready to use by teachers and students of the catering and tourism. It can be used in an electronic or printed version, it can be used for practising of English language skills or for inspiration for creation of new methodological materials.However, not only the creation of both IOs was counted as a fulfilled target. Especially the exchanging of experience and examples of good practice, meeting new methods at European schools and discussions about them brought the most important benefit to all project partners. The biggest impact of the project was-on the target group of students – they can use new methodological materials-on the target groups of catering and tourism teachers - they can use new methodological materials and they are inspired by new experience, knowledge and skills-on the catering and tourism companies – they gained awareness about possibilities to employ catering and tourism students and to cooperate with schools on the field of catering and tourism. -on the other schools with the same or similar fields - they can use the materials, intellectual outputs, they can be inspired to experience something similar or they can cooperate on creation of next teaching materials."

"Over the past centuries , much of our heritage has been irretrievably lost. We have witnessed, and continue to witness, the destruction and deterioration of irreplaceable treasures due to natural disasters, wars, extreme poverty, industrialisation, and pollution. Other underlying causes of this prolonged and continuing tragedy are ignorance, indifference, lack of care and lack of appreciation.Traditional and cultural values are ignored by today's generation and the young face cultural degeneration. The aim of the project is to help young people be more aware of the cultural prosperity and their own identity and characteristics, transferring them to the following generations, since those who have no awareness or value of their own heritage can hardly have bright future.The future of our remaining heritage will depend largely on the decisions and actions of the present generation of young people who will soon become the leaders and decision-makers of tomorrow.Building up responsible citizens is advocated as an essential aim for education, preparing people to become more creative and innovative in a society in search of new values, equality, social inclusion, and justice towards a more sustainable world in which cultural heritage education may play a key role.Education, culture and cultural heritage should not be seen as solely a response to the market-based economy; it is recommended to consider them as tools towards sustainable development.Our target group are students 14- 18.General Objectives: -Encourage young people to explore Europe's rich and diverse cultural heritage and reinforce a sense of belonging to a common European space. -Develop intercultural skills of participants through creative activities .The specific objectives are : *Enhancing students capability to become not only fulfilled citizens able to live in society but also responsible citizens regarding the protection of cultural heritage.*To foster awareness of cultural heritage, emerge its uniqueness, emphasize the individuality of our countries and encourage dialogue amongst different cultures.* Develop young peoples’ emotional intelligence and effective communicative, collaborative and creative skills;* Discover different cultural identities and to what extent these different identities live together in Europe or in their own countries;* Introduce a sense of European dimension of education, introducing the idea of an international collaborative work and the amelioration of a European dimension on linguistic and cultural contents in the curriculum;* Increase the motivation of direct and indirect beneficiaries of lifelong learning to develop ICT skills as a way to communicate and to use them as a purposeful everyday tool, to learn a new language and as a means of communication and mastering English for project work;*Encourage the cooperation within 6 organisations in Europe and the exchange of good practices.Students will accept the fact that cultural heritage should be protected and developed by understanding the fundamental elements of their countries and partner countries' culture and history .Students will be able to identify the similarities and differences between people, objects, events and facts and understand change and continuity by questioning historical evidences belonging to different periods and places.Students will show sensitivity towards issues concerning their own country and the world by having the awareness that they are part of the humanity.One of the achievements of this Project will be the production, testing and evaluation of this Resource Kit which will become a valuable tool for teachers for sensitising young people to the importance of preserving their local, national and world heritage, for providing them with the necessary skills to do so and for instilling a life-long commitment to this worthy endeavour.Schools and organizations involved in the project will establish relations between the leadership of their assets to achieve project activities and the exchange of experiences and management solutions. Implementation of new pedagogical techniques and the use of new teaching materials learned during the project will result in changes in the curriculum, introduction of optional (school curriculum) based on the ideas introduced in the project.We believe that, in accordance with the ""Lifelong Learning"" strategy our project will strengthen the communication between our schools, representatives of education and local and international structures.At international level, we will be given the opportunity to introduce to our partner countries the uniqueness of the traditions and culture of each country.The project results will have a lasting impact on local, regional, European and foreign target groups.The project will undertake collaborative activities aimed at raising awareness about the value of cultural heritage and incorporating its education into various school subjects."