The main goal of the project was to increase the effectiveness of vocational training in the construction industry to the needs and requirements of the labor market over a 24-month period. The main goal was achieved thanks to the achieved specific goals: - acquisition of knowledge in the field of effective vocational training in the construction industry (frame construction); - supporting the professional development of teaching staff, students and enterprises (we learn from each other); - raising intercultural awareness and developing international cooperation; - ensuring the recognition of skills and competences acquired through training; - enhancing the capacity, attractiveness and international dimension of the organization;- better adaptation to the needs of people involved in the vocational training process. Activities implemented under the project include: - Creation of a report which is a set of three analyzes (PL, LT, LV) containing research, diagnosis and comparative analysis in the construction industry, especially in frame construction - Implementation of training in the field of conducting and implementing the construction of houses implemented in the technology of wooden frame with the use of renewable energy sources carried out by RCK. During the training, participants learned about the results of research and experience on new products and trends with the use of machines and devices in frame construction, they learned about the main issues in the prefabrication of building wooden houses and their full production and assembly at the construction site. The above issues related to innovation in the development of frame construction and the prepared training programs were based on the needs of employers and their experience in cooperation with vocational schools. - A guide was prepared, including the results of the implementation of training, the results of testing training in schools, recommendations for teachers and practitioners developing vocational education in the construction industry. The implementation of the project responded to the needs of learning, defining and applying remedial measures in the field of matching student competences in the construction industry of schools associated in RCK in cooperation with business entities cooperating with employers in the construction industry and knowing their needs. Thanks to the joint implementation of the project, the partners gained new experiences of international cooperation, increased their prestige, and thus became better known in Poland and in their countries and could count on new partners in the future, encouraged by the example of the successful implementation of the project.Participation in a large international project had a positive impact on the employees of partner institutions, using the experience gained in the project.Other partner benefits: - exchange of experience, knowledge and good practices through synergy of actions and cross-sector cooperation; - learning practical solutions in teaching used in European institutions; - improving teachers' professional qualifications according to foreign standards. The materials, documents and other products created as a result of the project are made available and promoted free of charge on the basis of open licenses and made available via information and communication technologies on the project website.

"Today, in a complex and fast-changing world, as knowledge, skills and attitudes are acquired on a lifelong and life-wide basis, all kinds of learning and training outcomes deserve to be valued and validated.Every young person, studying in vocational school, participating in the world (WordSkills) or European (EuroSkills) professional excellence competitions is, and must be, an aspiration. The students learn how to do the job, and the best way to do it is to learn how to do it. express their talents in school. Exams and group assignments do not always have the ability to apply real-world problems. By participating in a professional mastery of a school, a new opportunity to show their talent and apply their skills. Usually such competitions are organized by an independent divisions in each continent.The project countries do not have much to do with the project, but the idea of ​​organizing the Baltic States. The partner is ,,Innove"", who coordinates competitions for professional excellence. Inove will also improve its existing knowledge of these competitions.The procedure and tasks of organizing and evaluating professional excellence will be prepared during the project. Tasks will be prepared for three professions: electricians, welders, joiners. It is one of the most popular professions in all partner countries. The Baltic Skills Competition “Baltic Skills Competition” will be organized by the project.Tasks and technical descriptions will be prepared for competition. They will be prepared by professional teachers-experts from all partner countries in the project.Project partners: -Coordinator: Lithuania, Alytus vocational training centre.-Latvia ( Jegava Technical School, Liepaja State Technical school )-Estonia ( Tartu vocational education centre) Project target group: profesional competition metothodoly experts, students and other staff from partners organization who will work in the frames of Project.Aims and objectives of the Project:1. Analyze good practises of professional mastery competition; in Estonia, Lithuania and Latvia particularly;2. Prepare set of tasks for electrician, welders and joiners competition ( 3 different options);3. Develop methodology for professional mastery competition organising and assesment.Project implementation Phase 1:- Analysis of every project partner profesional competition organising in their country/school;- Transnational project meeting. Clarifying strong/weak points of every partners’ country, preparing plan for tasks.- Training about profesional competition organising in Estonia: Non-official partner ,,Innove"".Project implementation Phase 2-Transnational project meeting. Setting criterius for tasks.- Preparing tasks for electrician, welder and joiner professional mastery competition. Project implementation Phase 3-Transnational project meeting. Plan for methodology, discussion.- Preparing professional mastery competition organising and assesment methodology.Project implementation Phase 4-Result pressentation - Professional mastery competition ,,Baltic skills"", dissemination and exploitationProject target group – VET experts and other staff from partners’ organization who will work in the frames of Project. Project coordinator- Alytus vocational training centre (Lithuania), partners - Jelgava Technical school (Latvia), Liepaja State Technical school (Latvia) and Tartu vocational education centre (Estonia)."

The main objective of the project is to increase the efficiency of vocational education in the textile and clothing industry to the needs and requirements of the labor market over a period of 24 months. The main objective will be achieved when we reach the following specific objectives:- improving the quality and effectiveness of vocational education in the textile and clothing industry,- developing new approaches to improve the competences of already practicing educators and equipping them with all competences and skills necessary to provide high quality services,- increasing access to and promoting open educational resources in Europe,- increasing the social mission in the area of promoting vocational education corresponding to the needs of employers. The activities planned under the project are:- creating a report that is a collection of three analyzes (PL, LT, LV) containing research, diagnosis and comparative analysis in the textile and clothing sector, particularly tailoring and lingerie; - training in the field of design, materials science and new products for teachers of professional subjects in the field of tailoring and lingerie made by Perfect Project conducted with the participation of a vocational school and by entrepreneurs associated in the Podlasie Cluster of Underwear. During the training, participants will learn the results of research and experience on new products and trends using machines and devices in the textile and clothing industry, learn about the main issues in the field of design and the full production process and trends. The above issues regarding innovation in the development of the industry and trends in the prepared training program will be based on the needs of employers and their experience in cooperation with vocational schools;- preparation of a guide that captures the results from the implementation of training, the results of training testing in schools, recommendations for teachers and practitioners developing vocational education in the textile and clothing industry.The implementation of the project will answer the need to learn, define and apply remedial actions in the field of matching competences in the textile and clothing industry of key entities in this industry in cooperation with businesses that are not cooperating with each other and do not know their needs. Thanks to the joint implementation of the project, the partners will gain new experiences of international cooperation, increase their prestige, become better known in Poland and in their countries and can count on new partners, encouraged by an example of successful implementation of the project. Participation in a large international project positively affects employees of partner institutions. They will benefit from the experience developed in the project. Other partner benefits:- exchange of experience, knowledge and good practices through synergy of actions and cross-sector cooperation;- learning practical solutions in teaching used in European institutions;- raising teachers' professional qualifications according to foreign standards. The materials, documents and other products created as a result of the project will be freely available and promoted on the basis of open licenses and made available through information and communication technologies on the project website.

At least 52% of students have answered that they look for their Smartphones before even falling asleep. They are so addicted of this instruments, they are not able to live in a world without it. In their opinion a school without mobile phones has no meaning for them and their teachers too. Each responsible school have to promote a change in the way of teach or learn in the classroom, due to this advancement in technology. The use of this new technology will be helpful both for the students and the teachers.We decide to write this project to learn from each other about introducing digital instruments in the teaching- learning –evaluation process of all students. We intend to make our lessons more interactive. This collaboration between our schools is for helping each other, providing feedback and bringing up the best alternatives of a large diversity of ideas. We intend to attain the following objectives, through our projects activities:-promoting the use of technology in educational process;- enabling the teachers to apply innovative good practices in the teaching – learning - evaluation process;-increasing the teachers’ and students’ abilities in making use of the mobile apps during the learning educational act;-offering the possibility for all the teachers and students involved to collaborate and work together;- gaining / improving knowledge of mobile apps for educational purposes;-making changes in the classical practices in every school, member of this partnership.During our project we will organize 5 transnational meetings – 1 joint staff training event and 4 student exchanges. We will do the following activities: during the STE, all the partners will present 2 mobile assessment apps, including instructions for the other teachers to practice (10 assessment tools will be presented and applied during this even, and the teachers will also study a practical course about how to implement the Flipped classroom method), then, during the 4 LTTAs, 2 of the partners will present flipped lessons, providing assessment by using one of the apps already presented.We have chosen the topics for the LTTAs regarding to the students’ interests and needs, as following: LTTA 2 – Science; LTTA 3 – English; LTTA 4 – Mathematics; LTTA 5 – IT. The students and all the teachers involved in our project will discuss about the new methods, expressing their opinions about it and providing improvement, if necessary.The students in the target group are aged between 16-17 y.o, both boys and girls, a heterogeneous group with high and low achievers grades. Some of them have average financial background, others are at both ends of the cline. They all are involved as respondents to the initial questionnaire and they represent the basis for the selection of participants for LTTA2 to LTTA5.The teachers who will participate in the training event (LTTA1) are form different subjects (English, Maths / Science and IT). These teachers from the second target group will have a very important role in the transfer of knowledge to teachers in the school who participate in the next international meetings, being also part of the project team, in order to ensure their involvement during all the project.The project offers partners the chance to observe current practices in other European schools in terms of use of mobile technology, which they can transfer into their own school both through dissemination and by applying these aspects to their own teaching. Teachers will learn from each other in formal and informal contexts, will collaborate face-to-face and online, exchange ideas, practices etc. which will improve their flexibility in terms of approaches and methods. They will create lessons and use mobile apps for assessment purposes, which will increase their digital competence and self-confidence. As a result, the classes become more interactive, turning into a collaborative space, while students become more engaged in them. This can only improve the relationship between teachers and students and create a positive learning environment which benefits the entire school.We intend to attain also two kind of results of our project: a) tangibles (flipped lessons and assessment instruments, students’ collaborative work, analysis and a report produced at the end of the project about the using of new apps in the teaching-learning process, presentations of online apps by teachers in LTTA1, school presentations using online instruments, short movies made during the LTTAs, photos, feedback documents, evaluation results , questionnaires applied in the partner schools on the target group);b)intangibles ( students’ increased motivation, increased attractiveness and dynamics of classes, increased competence of teachers to use mobile apps in assessment and increased collaboration of students and teachers at European level, , improved skills and competences such as communication, intercultural, interpersonal, critical thinking, problem-solving).

CONTEXTAll partner schools strongly believe that information and technology literacy skills can be acquired and developed through innovative teaching and learning, particularly involving effective use of digital devices such as smartphone, iPad or tablet, dominating today’s world of internet in many countries. A rising tendency of using digital devices can also be observed at school, however most countries in Europe are still deficient in terms of using mobile apps in an educational context. Furthermore, even though some schools have been equipped with state of the art facilities, teachers have not always given the suitable training to use all the digital devices and tools which makes them ineffective.The reason why we have got together in this transnational project is that we really want to help our students to acquire, develop and improve digital skills. To do this, we will create collaborative work and will observe other European schools more experienced in applying technology based teaching - mobile devices in the students’ learning processes. Moreover, as some of the schools have only begun to get acquainted with this technology-based teaching approach, it is imperative that we shed some light on the huge diversity of mobile apps and web 2.0 tools. OBJECTIVESWe have set some key objectives for both teachers and students (the project privileged beneficiaries) to be achieved through the project activities, which will be developed locally and transnationally. Teachers will be able to:- gain, develop and improve knowledge on mobile apps, Google tools, - practise using digital tools,- enhance digital proficiency,- increase their confidence in using technology teaching methodologies in the classroom,- enhance their sense of initiative and creativity,- develop communication and collaborative skills,- connect with their peers and share experiences and best practices,- improve their knowledge and cultural awareness.Students will be able to:- acquire, develop and improve technology and information literacy, - increase motivation for learning,- develop communication and collaboration skills,- enhance digital proficiency for educational purposes,- develop creativity and sense of initiative,- practise using Google tools and mobile apps for educational purposes,- connect with their peers and share experiences,- enhance cultural awareness and intercultural competence.ACTIVITIESLTTA1, short-term students exchange - course on “Google tools and the use of mobile devices and apps for educational purposes”. LTTA 2 is a student LTTA on “Google tools and their use in the classroom.” LTTA3, student LTTA, follows the same procedure as LTTA2. The topic is “Mobile apps and web 2.0 tools for collaborative learning”.LTTA4, student LTTA – “Mobile apps and web 2.0 tools for content creation”.LTTA5, student LTTA – “Mobile apps and web 2.0 tools for assessment”.Before student LTTAs, each country prepares an activity which will be developed for and with students. PARTICIPANTSTwo main target groups are involved in the project: students and teachers. Students’ age range is 15-18. They are either vocational or general education students. Both boys and girls are part of the target group. In what concerns students, they will be the cornerstone of all project activities and they will answer questionnaires, at the beginning and at the end of each transnational events (LTTAs). Twenty students in each country will participate directly in the LTTAs as they will be a representative part shown as evidence of school quality work for the LTTAs. As for all the other participant students, they will be the target of the thorough dissemination activities developed after each LTTA. 5 students for each LTTA per country, total 125 studentsAll the project LTTAs will have the participation of two teachers per partner country. There will be a total of 50 teachers attending transnational events, both as beneficiaries in LTTA1 or as accompanying teachers in the other five LTTAs. The participating teachers will be mainly Technology (IT), Language and Foreign Language, Science, Maths teachers, though other specialist subject teachers can be involved too.IMPACTTeachers and students will get hands-on experience on how to use innovative mobile apps and tools in the teaching and learning process. This project will obviously impact on the whole school, as participants will become more active and competent in using digital tools. Classes will become more interactive and participants will become more motivated and involved in their own educational processes leading to mid and long term effects - fostering students’ further academic achievements.RESULTSWe will produce both tangible and intangible outcomes. Within the timeframe and development of the project activities, all participants will become more motivated, more involved in the teaching and learning process and much more digitally proficient.