"<< Objectives >>By implementing this project we want to:- establish international contacts and cooperate with partners,- activate students,- show students opportunities offered by projects financed by the European Union,- raise the level of key, linguistic and social competences of students and teachers,- raise the prestige of the facility in the local environment and in the entire region,- become an example for other schools in our environment to undertake further activities.<< Implementation >>Activities planned as part of the ""Discover undiscovered"" project mainly include the preparation and conduct of workshops on the history, culture and traditions of a given country. Groups of students from 3 partner countries will prepare workshops and then conduct them with groups of students from other countries. Teachers will accompany the students.Moreover, the project includes international meetings of partners and activities related to evaluation, dissemination and management.<< Results >>The expected results of our project are, above all, the possibility of further international cooperation, it will become an institution offering additional forms of activity for students. In addition, we hope that the implementation of the project will be an example for other general education institutions to undertake initiatives within small-scale partnerships, but not only. We want to become an inspiration for others and show how to effectively use the resources offered by the Erasmus program"

<< Objectives >>Project goal: Establishing international cooperation between vocational training institutions and employers. As part of the project, we want to establish long-term cooperation to improve the quality of vocational education, raise its prestige, strengthen teachers' competences, exchange experiences, transfer applied solutions, and learn about European education standards.<< Implementation >>In project, we plan to carry out several-day study visits to schools associated in the partnership. The aim of these activities is to get to know the institutions, exchange of experiences and consultations between teachers. Additionally, visits to employers in the cosmetics and hairdressing industry will be organized, for which the foundation, which is part of the partnership, is responsible.In addition, we will carry out activities related to management, dissemination, monitoring, evaluatiion.<< Results >>Results planned to be achieved:-increasing the prestige and attractiveness of the masseur techniques and cosmetic services techniques,- increasing the level of language competences of vocational education teachers,- learning about trends in the industry, transferring certain solutions to your facilities,- cooperation with employers to organize joint initiatives for vocational training,- learning about the possibilities offered by the participation of schools and institutions in the Erasmus.

<< Background >>The Eurydice Report Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures, published at the beginning of 2019, confirms the early school dropout rates of students with migrant background are still high. Among the 22 European countries, Spain with a rate of 31,9% and Italy with 30.1% occupies the second and third place, and Greece with a 16,9% the ninth. According to the same report, the school dropout rate of Spanish or Italian students is 15,6% In Spain (5th out of 34 countries) and 12% in Italy ( 9th out of 34 countries) , which is also very worrying. In Greece the dropout rate of Greek students is 5,4% (26th country out of 34).The good results in Greece could become an example for the other countries; however the dropout rate of foreign students is three times higher than that of Greek students which means that something is failing as in Spain and Italy where this rate is twice as high. These data reveals the relevance of strengthening the educational inclusion of these students.Due to the break out of the COVID pandemic in 2020 schools had to close in order to prevent the spread of the pandemic. During the school year of 2019/2020, in Spain the schools were closed during 15 weeks, while in Greece during 36 weeks and in Italy during 38 weeks. The higher school dropout of students with migrant background has been considered normal and unavoidable as a matter of progressive and unequal integration either for the school year 2019/2020 as well as for the current school year.A recent research made in public schools in Madrid and Barcelona at the end of 2020 shows that if the data are disaggregated by students sex and origin, the impact of school lockdown and the high NTIC dependence increases. This greater impact exists beyond the digital gap and the possibility of these students to have access to digital devices .The aforementioned research also reveals that the different and specific needs of migrant students have not been taken into account. According to UNESCO, the long and repeated schools lock downs increase the loose of knowledge and the risk of school dropout, especially in the most vulnerable students.The general objective of this proposal is to address the specific needs of migrant students in order to facilitate and improve their school performance and social inclusion. We are aware that there are obstacles that can be vital for these students and that may be aggravated in a pandemic context. Schools must be able to promote the educational inclusion with intersectional approach of these students which is the specific objective of this proposal. To this end, it is crucial to change the mindset that the greater dropout of migrant students is normal and unavoidable, considering it as a question of progressive and inevitably unequal integration.<< Objectives >>The proposal aims to achieve the following specific objective: Promoting the intersectional educational inclusion of girls and boys with a migrant background in schools, in Mediterranean Europe (Spain, Italy y Greece).The proposal will also contribute to the following general objective: Respond to the different needs of girls and boys students with a migrant or refugee background in order to facilitate their school success and social inclusion in the European Union.<< Implementation >>The project includes management and implementation activities to obtain the results and their dissemination. The implementation activities that aim to achieve the results are describe below. Result 1- Output “mapping” - Design of data collection tools and identification of good practices with case studies.- Socialization, feedback and ownership by partner organizations for implementation-Contac with target groups for implementation.- Tools implementation - Analysis of information, drafting of mapping initial version. - Partners´ feedback.- Validation with schools for their feedback. - Drafting of Mapping final version. Translation into each country language and digitalization. Result 2, Output “Interactive teacher training module “.- Definition of content based on best practice learning from case studies- Drawing up initial script with contents to be covered and structure. Partner´s feedback-Module drawing up (draft). Partners´ feeback. Feedback of participating schools teachers - Definition and design of interactivity elements..- Final version. Translation into English and the three participant countries languages.Result 2, output “Guide of Strategies”.-Sharing of the curriculum of the three participant countries ( EU competences framework and contents of knowledge areas). Agreements on contents to be covered. - Drafting of initial version with contents and structure. Partners´ feedback.- Drawing up of the guide (draft). Partners´ feeback. Feedback of participant schools teachers. - Final version. Translation into English and the three participant countries languages.. Digitalization. Result 3, output “Video with testimonies ”.- Elaboration of referent persons identification criteria. Partners´ feedback.- Definition of guidelines for local video recording. Partners´ feedback.- Selection and contact with country referent persons.-Recording of testimonies from the interaction of the referents with migrant girls and boys and their families (this can take the form of visits by the referents to the schools, the holding of meetings, etc.)- Development of video (in each country) - Elaboration of a professional global video (by audiovisual company) from images provided by each country and specific recordings. Partners´ feedback. Final version of the video.Para el R3, output “Student-produced digital newspapers (with didactic guide) - Definition of content on migration and refugee issues to be addressed with students. Partners´ feedback- Definition of common guidelines for accompanying students. Partners´ feedback. Selection and in-house training on the digital tool to be used in periodical production (Flipsnack, Genially….)-Coordination with the participant schools in order to identify the students for the sessions.- Development of sessions with students for the production of digital newspapers by school and global newspaper.- Elaboration of a didactic guide to work on global newspaper content (alternative migration narratives). Partners´ feedback. Drawing up of guide final version. Translation into English and the three participant countries languages). DigitalizationPara el R3, output “Systematization”.- Definition of tools, milestones and participants in the systematization process. Partners´ feedback.-Coordination with participant schools for the implementation of the process -Collection of information in each school -Inter-schools sharing sessions -Systematization drafting. Initial partners´ feedback. Final version. Drawing up of final version. Translation into English and the three participant countries languages). Digitalization.<< Results >>The Project will achieve the following results:1-Teachers, students and families informed on available resources and good practices in their environment that favor educational inclusion with an intersectional approach for girls and boys with a migrant background.2-Teachers with strengthened knowledge and practices for educational inclusion with an intersectional approach of students with a migrant background at pre-school, primary and secondary school stages.3-Secondary school students with strengthened social and intercultural competences to recognize and value cultural diversity and the contributions of migrants persons, especially those of womenIntellectual outcomes are defined for each of these results which will be available for the educational community in each of the participant countries as well as in the European Unión, in general. 1 output for Result 1 :Mapping of available resources and good practices that favor the educational inclusion and retention with an intersectional approach of girls and boys with migrant background. Case Studies in Madrid, Barcelone (Spain), Palermo (Italy) and Athens (Greece)2 output for result 2 : -Interactive teacher training module on educational inclusion with intersectional approach of migrant students, -Guide with strategies to orientate teaching practice (competences and knowledge areas of the curriculum) from the perspective of cultural diversity with an intersectionality approach3 outputs for result 3: Video compilation of testimonies of women and men with migrant background and with professional and personal experience that may serve as a reference/role model Student-produced digital newspapers with alternative narratives on migration and visibility of the contributions of migrant men and women as a source of wealth (with teaching guide)Systematization of the experience of developing a digital newspaper with students in which the contributions of migrants, especially women, are reflected.

<< Background >>Since 2014, the Lycée Amyot d'Inville has been integrating Bim into the educational practices of the construction industry because the European Union has imposed since 2016 on companies in the sector to respond to calls for tenders through BIM (Building Information, Modeling).To develop further pedagogical innovation to develop further, it is necessary to establish close relationships betweenpractice, research and training. Cooperation between schools from different fields can meet this need.At the time of writing, the COVID-19 pandemic underscored the critical importance of health policy, including occupational health and safety. The European Commission is in the process of updating its strategic policy guidelines which will help improve the health and safety of workers across Europe in the period 2021-2027.In 2018, there were 3.1 million accidents at work in the EU-27 resulting in at least four calendar days of absence from work and 3,332 fatal accidents in the EU-27 (Explained (http: // ec .europa.eu / eurostat / statisticsexplained /).Within the EU-27, the construction industry represents an important part of these work accidents.We believe that the augmented reality phone application for public works can reduce the number of accidents and potentially save lives. IT gives for the operator of the excavator possibility to know where the gas pipes are located (the depth, the dimension, the different pipes nearby).This application will facilitate the organization of work and corresponds to the requirement imposed on us by BIM.<< Objectives >>We want the creation of a phone application produced by the collaboration of European students. This collaboration will allow the students to discuss the progress of the project, the difficulties and the successes encountered. This will strengthen mutual cooperation and the students will have the feeling of carrying out a concrete project for the whole of our European society.<< Implementation >>Many people, including students, teachers, administrators and other stakeholders, will be involved in the implementation of project activities Mobilities (TPM and LTT):A specific number of managers and teachers from each partner institution will participate in the mobilities. These participants will be selected based on previous project experiences, foreign language communication competencies.Participants in dissemination and evaluation activities:To disseminate the project, every partner will have a dissemination team formed of its own staff and students. This team will be composed of people who participated in cooperation and protocols with other institutions, have a strong communication network with NGOs, who convinced to disseminate the project. Multiplier Events: Each partner country will organise conferences locally about the project's outputs<< Results >>Have students want to work and collaborate in Europe. Have students wanted to carry on their studies after their professional diploma.To give a good opinion of European collaboration.Make other schools want to collaborate in Europe.

"According to IOM's current estimates, there are 244Million migrants worldwide .and many of us have encountered migrants in daily life. Often Migrants are socially and digitally excluded, highlighted by the pandemic. The partners identified two points that make the general public insecure and vulnerable towards migration:- the changes it is bringing about in society and lack of or wrong information -Covid isolation &depression making the locals more apprehensive Project is conceived to engage teachers&students, to create a positive approach on social and digital inclusion of migrants. We need to reinforce the development of key competences and high quality inclusive digital education pathways: ie an innovative, high quality pathway for digital education that uses technology, like the social network and the net to develop a tailor made solution for avoiding student drop-outs with migrant background (significantly higher: 1-3 –Openpolis’18) and make them tackle their own challenges for a better future, as defined by the Eu Digital Inclusion for a better Eu:"" Digital inclusion is the EU Commission’s effort to ensure that everybody can contribute to and benefit from the digital economy & society”.Representations of refugees&migrants in digital media can affect their reception in the country of destination. It is important to note that media representation can have an immense social, economic&political impact on the ability of immigrants to adapt culturally to a new society. Negative feelings towards newcomers and the adaptation processes may be hindered, particularly as cross-cultural adaptation processes often occur in and through communication (Durham/Lindholm’16).OBJECTIVES:-Promoting more inclusive digital education&society-Use media technology effectively to access, retrieve and exchange content in order to meet the individual and community needs and interests; and common value.-Reinforce the development of key competences (Recommendation for life learning), by using creative, digital & innovative learning approaches, with a tailored and flexibility for the target group of Migrants.-Increase understanding among participants of media power in the construction of reality &establish more critical and selective approaches-reinforce online, distance & blended teaching and learning and develop digital competences for high quality inclusive digital education pathways.We provide experience&expertise to ensure that the goals of the project are accomplished. It will encourage students & staff to compare lifestyles across EU for increased awareness of coexistence plus use high quality inclusive digital pathway to develop a tailor made solution for migrants & the issue of drop-outs (Children born to immigrants or migrants itself: 1in 3 drops out after middle school).To prevent poverty &have a real inclusion as defined by Digital Inclusion for a better Eu we need to create pathways & develop key competences with high quality inclusive digital education pathways.Students will be trained on Digital storytelling, Digital imagining, creative thinking & social media platforms, thus increasing the skills of young people in digital media, creative thinking & equipping them with new competences that will help them express themselves and address the issues around them in a critical and constructive way, also enhancing analytical, personal &intercultural skills and self-confidence & mutual respect.The project will include 2 outcomes:1- Creation of high quality digital e-learning platform as OER to share all the training contents, sources, resources, results generated during the implementation of the project,(trainings (see IO1), training courses, materials, etc.) with the target group, beneficiaries, stakeholders and general public. All project results will be available online on the platform in 6 languages.2- IO2 is the main result of the project; a set of training programmes/units on digital storytelling , digital image, creative thinking and social media platforms.Participants will gain experience in development & implementation of media products as a skill builder and an opportunity to apply research and technical approach culture, entrepreneurship and digital tools relevant to project management and cross-border cooperation. It was built to impact new literacies on digital social media, and media.The project aims for a change of mindset on migration, the way it is approached by reverse thought and creativity. It goes against the main trend of discussion which is now full of negative generic statements based on uninformed views echoed in social media& press.The project includes 6 countries from different geographic areas; by developing activities at the project level, participants will have the opportunity to discover customs / traditions& different dialects; contributing to the development of interculturality. We will train 30 young people in the LTT in TR, locally with peer-to-peer online training 90."