Current situation in southern Europe requires the assumption of new approaches from a multinational perspective. The devastating effects of the economic crisis with high unemployment rates get a new target which schools should react.Understand the skills needed for students in their near future, linking the school community to the business environment with a true entrepreneurial training are elements that should not be spread in time. Undoubtedly, families must assume significant role by engaging with these challenges.This project aims to increase the capacity and relevance of learning in education through innovative educational practices, provide key skills such as digital literacy, language proficiency and entrepreneurship, strengthen education / training and labor market linkages, promote social entrepreneurship and inter-regional cooperation and effectively involve families.Previous experience and communication via etwinning has made this project where participating schools from Croatia, Spain, Italy, Portugal and Turkey.The methodology is based on learning through projects involving the permanent school pupils, teachers and inexorably, associations of parents of students and businessmen circle.Activities range from the development of seminar and workshops, discussion forums, gathering information on DVDs, TEDS, tournaments debates, infographics, mass-media spaces, databases, short films, teaching units on entrepreneurship and education portal, along with the creation of cooperative social entrepreneurship.The purpose of development of these activities is to familiarize students with digital resources, understand the business reality of our surroundings, know where to guide the methodological strategies to link our educational systems to business, understand that skills and competencies required by the business world our current students and promote entrepreneurship education, especially solidarity entrepreneurship.The schools incorporate their contents in the annual school plan to discover and enhance skills and abilities that students should develop in the coming years when entering the job market.At this time you will understand the strengths and weaknesses of the business relative to other neighboring countries generating a real education for entrepreneurship.The achievement of these assumptions imply a mainly observable, regional, national, European and / or international, brutal impact locally in unemployment rates in the medium term.

"""Strengthening equality, diversity and Inclusion for an Intercultural European Education"" is a school partnership between six high schools from Croatia, Spain, Italy, Bulgaria, Greece and Turkey.Through SWOT analysis in all partner schools we concluded that today's young people show little concern for others, little empathy for the problems of others and are unwilling to integrate and tolerate those who are different. Since Erasmus+ programme aims at promoting equity and inclusion this project should stimulate the ethical, social and civic competences that are conveyed throughout our civilization. The objective of the project is to enhance the acquisition of social and civic competences, foster knowledge, understanding and ownership of fundamental values, promote mutual respect and intercultural dialogue and combat discrimination on all grounds. The project consists of six subtopics, namely gender equality, intercultural communication, bullying, European values, solidarity and social integration. Through these topics we want to reinforce these values and foster respect, appreciation of diversity, understanding of shared goals and strengthening a sense of belonging to a community in which all are included. At the end of the project we want to create a Digital Handbook of Social Inclusion in Schools , which will contain all materials developed in the project(learning scenarios, dramatizations, short documentaries...) and throughout the project we want to organize six events, namely Raising Awareness Days on given subtopics.This project is mainly aimed at students who are facing difficulties (educational, physical, emotional, economic, cultural, social) that we want to motivate by providing a meaningful and concrete learning context that promotes awareness of values of equality, diversity, inclusion, solidarity and interculturality, while helping to acquire skills and reduce disparities in learning outcomes. This project supports inclusive education models that not only benefit disadvantaged students, but also create an environment in which every student has the opportunity to succeed. Around 40 students from each school will be directly involved in the project and the other students from school will be involved in other activities such as eTwinning events, raising awareness days and similar. There will be five short-term student exchanges and one staff training event. Before and after each LTT activity there will be blended learning activities on eTwinning, such as preparing questionnaires for the subtopics, organising raising awareness days, sharing ideas and materials... Also, there will be eTwinning live events and a lots of local activities depending on the subtopic. Methodology that will be used during LTT and local activities-From practical examples over discussions to designing their own materials , students will exchange ideas and gain new skills in a positive, “learning by doing” training through various collaborative and reflective activities(interactive activities, group work, study visits, workshops, lectures, role-plays, collaborative writing, blended learning).The final results of the project will be improved social, civic and inter-cultural competences and skills of young people, including active citizenship, critical judgement and intercultural understanding and greater participation of young people in social and civic life. Concrete results will be: a Digital Handbook of Social Inclusion in Schools, six events called 'Raising Awareness Days', six extensive learning scenarios on six project subtopic with suggestions on integrating them into different school subjects and six short documentary films. The project will have great impact not only on participating schools but also other schools from community and Europe because they will be included in activities through eTwinning live events and local activities. We will also establish good connections with the institutions from our community that deal with the topics of our project, they will act as our partners in organising local activities. Potential longer term benefits are the following: in order to maintain a sense of civic responsibility schools can continue organizing Raising Awareness Days on project subtopics(it can become a steady school activity) and we will continue to use good practice and results and encourage teachers of our and other schools to include it in the curriculum (use newly-created learning scenarios and other project results in lessons on various subjects: History, Humanities, Geography, Religion, Art, Ethics,Civic Education)."

"'Romeo and Juliet' is one of the most well-known play in the world. It has been translated into many different languages and the plot of it has been repeatedlyadapted for the use of theatrical and film scenes. The aim of the present project is to establish an international cooperation and involve young people from variouscountries in order to prepare and present an interpretation of the play 'Romeo and Juliet"".In the course of the project's realization, high school students from Poland, Austria, Germany and Spain will create international groups in which they will work onthe scenario, scenography and costumes. During the 2-years' project students will visit four partner countries where they will demonstrate their interpretations ofthe play. The premiere, based on the scenario prepared by the representatives of a hosting school, will take place in each country.The superior aim of the project is to increase the knowledge of English language through a mutual work of the projects participants (students and teachers) on theplay. This method of learning a language is attractive and incredibly effective as students, with the use of play, have contact with a proper language and they aregiven the opportunity to use their language abilities in practice. What is more, the project aims at:- overcoming language barriers,- exploring foreign culture, customs and life styles of partner countries,- breaking stereotypes and prejudices about the citizens of foreign countries,- increasing the level of self-confidence and awareness about one's own abilities,- developing artistic abilities,- working in an international team.The project's partners will be students and teachers from CKZiU as well as students and teachers, in the same amount, from partner schools.The participation in the project allows for broadening language and artistic abilities, working in an international team, exploring knowledge about foreign countries,increasing students' motivation to learn a language as well as their level of self-esteem and confidence. It will also develop their interpersonal skills through aneffective cooperation in a team or communication in various situations considering current norms. A measurable result of the project will be four interpretations ofa well-known play 'Romeo and Juliet'. Students can use the gained abilities in their future private and professional life. It will also help to create a kind of a personalmaturity which is essential in and adult life.This mutual work of students and teachers may bear fruits in the form of long-lasting friendships between the participants of the project.As a result of the project's realization prestige and competitiveness of schools in a local environment can be expanded. Thanks to an international cooperation aschool gains an European aspect. The participation in an international project will also contribute to a close collaboration between partner schools what will, inconsequence, give measurable long-term advantages, such as the realization of future common projects."

Due to struggle with a growing number of young graduates unable to succeed in the labour market in all five participating countries, the project tries to develop skills and competences which are essential for successful professional and personal life.The long-term objectives of the project are based on outcomes of distributed and analysed questionnaires among all participants.They all have realised that the key factors of prosperity and well-being of all members of society are those stated in the project aims and objectives.They create the stepping stones of labour market flexibility and are essential part of future prosperity of all members of EU. In order to achieve the goals, the first step is to modernize education systems,to focus our efforts on motivation of students who face any kind of ostracism and discrimination.In this project, 96 students and 26 teachers will be involved directly in learning activities which will be hosted by participating schools.Around 360 students and 36 teachers will be involved in the project indirectly through skype/online learning activities - which will be organised between learning activities and their role is to involve a greater number of target persons / students and teachers/.They will work in internationally mixed teams to improve their language and collaboration skills.Thanks to varied courses they will be able to approach tasks from different angles.Students participating in learning activities study in following courses: Business Academy, International Business Relations, Logistics, Economics,Technical Maintance, Chemistry, Informatics and Business Administration or from General Secondary School students dealing with entrepreneurial actvities. Teachers in all five participating countries call for opportunities to share ideas, support from more experienced fellow teachers and informal exchange of examples of good practice among European countries. During each learning activity participants will create their own modules on Innovative Markets. Each module will consist of tutorials, presentations, interactive activities, worksheets, self-assessment tests and many others that will be available to students, teachers and public not only in participating countries but worldwide. Through implementing innovative approach - using learning and teaching modules / via Moodle/, concepts of blended learning and the flipped classroom, introducing methods to improve teaching and learning foreign languages: Content and Language Integrated Learning (CLIL) and Computer Assisted Language Learning (CALL), we will be able to deliver necessary skills and competencies not only to pupils but to teachers as well through attending both types of learning activities. In this project we want to concentrate on implementing entrepreneurship education, so young people studying different courses can start their own companies that might operate on global market. We want them to overcome fear and doubts, because thanks to active participation in the project and its follow-up activities they might be self-confident, ambitious and active young entrepreneurs. Our plan is to make them break stereotypes and stand up for themselves. We want to teach them how they can create businesses where they will contribute not only to the country welfare but also European community taking into account local/regional/world society needs in future. They will learn how to follow the rules of fair trade promoting local and regional suppliers and meet the environmental needs in terms of being nature friendly and ecological. Crucial outcomes of this project are development of key skills and competencies, such as criticalthinking, communication, financial literacy and very important collaboration skills ( ability to cooperate in multiracial, multicultural and multilingual envronment) . They need to be goal-oriented and creative to be able to solve problems and come up with innovations. Thanks to 'Create you Innovative Market' all participating countries will be able to improve the education and students learning outcomes. Due to its feasibility and accessibility this ambitious project has a potential to serve as an open source learning platform and ensure its long-term sustainability. All participating countries plan to shareproject outcomes in other projects and cooperations on different platforms, such as eTwinning and other programmes of European Union.PS: Summary in French in annexes.

The EQVET project expanded previous experience and continuing current need of partners to increase the quality in VET, including mobility, in construction and vehicle vocational fields. 3 partners of this application have, during LLP TOI project STEVTA , compiled certain amount of common ECVET UNITs and the assessment forms for transparency and mobility between partner countries. Not all curricula (units) in construction and vehicle were not described and compared in ECVET framework. The vocational teachers in VET schools are under great pressure because of new approaches - learning outcome base teaching/training/assessment. The VET schools and teachers haven’t got enough support by training and methodical materials. In partner countries there is a lack of complex teaching and learning exercises as problem based training tasks, which cover and integrate professional and key competences and allow the assessment of several LOs within one task. EQVET project had three main target groups: 1) VET teachers in construction and vehicle vocational field; 2) WBL (work based learning) tutors in companies; 3) students. EQVET project had two main objectives: 1) to increase the recognition and transparency of VET by using common UNITs described by learning outcomes (LO) and assessment criteria in ECVET framework; 2) to create problem-based complex training and assessment exercises. These complex teaching /learning /assessment materials cover vocational competencies together with key competencies (communication in the mother tongue and in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression). The complex exercises are problem-based and inter-cultural (valid for all partner-countries). The complex exercises are available in all partner languages, web-based, different parts are downloadable. Exercises include texts, drawings presented in different programs (AutoCad, SketchUp), some video tutorials and manuals. For fulfilling the second objective it was essential to train vocational teachers in construction and vehicle field to compile complex problem-based teaching/training/assessment exercises. For this purpose external expert with pedagogical background and excellent methodical skills was used. There was 7 VET schools from 6 countries (EE, DK, NL, LT, CR, ES) working on this Project in close cooperation with their stakeholders in regions. The main partner was KAK/EE. There was teacher training seminar in the beginning of Project, the topic of which was the methodology of compiling exercises which should enable to assess several learning outcomes with one complex exercise. Through 6 transnational meetings 2 parallel work groups (construction and vehicle) were working. During WG seminars 2 activities took place: comparing units and assessment criteria/forms and compiling of training exercises. Between meetings WGs collected the existing information at home (qualifications, job descriptions, curricula, exercises). The results are 8 ECVET-based units and assessment forms with criteria for construction (mason, wood frame, drywalls, painter, plasterer, concrete works, tiler, ICT) and 3x 5 for vehicle (diagnostics, maintenance and repairing based on 5 part of vehicle - engine, power transmission, steering equipment and chassis, electrical equipment and control systems and air conditioning) in 6 EU languages. These are used by VET schools and companies, by teachers, company tutors, students and mobility coordinators in all partner countries. It was hard to foresee how many complex tasks was needed to cover all modules as the volumes of modules were very different, but the aim was to create at least 1 complex tasks per module. By the end of the project the project team compiled altogether 21 complex exercises for construction and 15 for vehicle. But this situation will change as the project partner-schools and teachers from school networks are gradually adding new exercises. These complex exercises are online available in partners' country languages and certainly these are accessible for public use. The website https://eqvet.wordpress.com together with complex tasks is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License CC.Compared units will raise the awareness of ECVET tools and enables to raise the quality of mobilities all over the Europe. Complex training exercises based on these units raise the quality of training process at VET schools and companies (WBL and work placement). The results are usable for all VET schools and companies in partner countries, but can be also transferred to countries outside of this partnership. The dissemination of project results raises the awareness of VET system, ECVET, cooperation between VET schools and work life and available training materials.