"CONTEXT / BACKGROUNDProject continuation of the German-Finnish project ""Work APPlication for Europe"" of the application round 2016. Former objective: Development of the APP YEUGO on basis of the MIT Appinventor to show extracts of working and living conditions in Germany and Finland. Among other things: Pension - Taxes / Salary - Working Conditions - General Basics - Accommodation. At the end of the project, the app could be downloaded on the schools` websites using a QR code.AIMS The following extensions in application round 2018: - Completing the content of the partner country Estonia. - Further development of YEUGO: * transfer to the more user-friendly interface BUILDFIRE - the possibilities of the AppInventor were limited. * Complementing the ambassador tool - goal: users can enter experiences. * Complementing the amendment tool (edit page) - Goal: Users can contribute extensions / new content. * Development of a marketing strategy - goal: increase awareness of the app. * Revision of legal aspects for publication - aim: YEUGO should be ""legally correct"". * Extension of the app contentPARTICIPANTS - Number and profileA total of 47 students from the three vocational colleges took part (24: Germans - 12 Finns - 11 Estonians). Due to the diverse student clientele, the group was very heterogeneous in terms of age and occupations. Most of the Finnish and Estonian participants were born after 2000, the Germans before 2000.- Years: * 1984-1993: 8 people; * 1996-1999: 21 people * 2000-2002: 18 people. - Apprenticeships including: joiner - professional driver - carpenter - car mechatronics - two-wheeler mechatronics - reinforced concrete constructor - gardening / landscaping - electronics technician for energy / buildings - junior IT system specialist - beauty care assistant - cookSome German participants also gained the additional qualification ""sales assistant crafts"".ActivitiesStep 1:- Training of project managers by professional communication designer.Step 2:- Working with project participants in their home country. Finding out about the possibilities of app development in general and the structure of ""YEUGO"" in particular.- Estonian group adds its content in ""YEUGO"".- Everything happens both during the current lesson and partly in additional lessons due to the very heterogeneous learning groups.Step 3:- Project participants get to know the new interface as well as the tools ambassador and amendment in teacher-student activity.- Participants work on YEUGO.- Development of marketing aspects and expansion of further content as homework.Step 4:- New content is brought together in YEUGO.- Revision of YEUGO under marketing aspects.- Participants get an overview of publication aspects- Further content on working / living conditions will be worked out and exchanged, in particular via eTwinning, since for organisational reasons no further teacher-student activity will take place in this application round.Step 5:- Joint short-term training of the project leaders to check YEUGO with regard to publication aspects and then to publish it.Current activities:- All those involved in the project - as well as all those involved in the 2016 application round - review and update YEUGO permanently and contribute to its dissemination.IMPLEMENTATION - Methodology- Project participants agreed to actively participate in training courses - also in the form of extracurricular working groups.- Working out of the necessary content by means of school books and internet research and exchange, especially during the teacher-student activities.- Working language: English- Project leaders were responsible for the correctness of the developed content at all times.- Project managers received further training in the new technologies under the guidance of the professional communication designer, especially before the start of the project.RESULT- The revised app YEUGO was published in Google PlayStore.- Homepage www.yeugo.eu was set up.- Facebook and Instagram pages have been set up.- Information about activities and results published on the homepage of the vocational colleges involved."

Finishes and coatings are an essential element in the design and production of furniture. They determine both aesthetics and technical characteristics and functional features. They also require the review of legislative conditions related to health, safety at work and the environment.The latest innovations in finishing and coating products allow to reduce the environmental impact of the furniture, achieve greater resistance to scratching and abrasion, and meet current aesthetic requirements. At the same time, the innovations allow innovating in the final product and accessing new markets by presenting different furniture or carpentry elements.The main objective of the project is the transfer of knowledge of furniture finishes and coatings, to achieve an easier learning and a promotion of the final product innovation.Project Objectives:1) Transfer of knowledge of furniture finishes and coatings.2) Comparison of systems, finishing products and regulations between countries.3) Development of content and specific training tools in the field of furniture finishes and coatings. The joint development of the project with the participation of transnational entities has allowed greater scope and more ambitious results. Both the variety of finishing and coating products and the methods of application differ between countries: while in Estonia natural finishes, such as waxes and oils. are applied, in Spain, the United Kingdom and Italy mainly varnishes and coatings are used. The incorporation of necessary skills, knowledge and competencies on finishes and coatings requires a dynamic and fluid interaction between the FP and other actors within the innovation system at the transnational level. FUTUREfacing is based precisely on the joint work of VET providers, companies, social agents and technology centers with specific and complementary knowledge. The project consortium during its duration has developed:3.1) Intellectual products: A manual of finishes and coatings, a virtual varnish simulator and a specific database on finishes and coatings.3.2) Multiplier event: an international conference on finishes and coatings.3.3) Joint training activities for teachers.3.4) Dissemination activities: project web platform, conferences, newsletters, etc. The activities of the project have been addressed both to the students and teachers of FP as well as to the companies of the furniture sector and to the prescribers. Therefore, they have been invited to participate in all initiatives. In the case of joint training activities aimed at teachers, of the five scheduled days, one has been open to the general public. The results of the project are at all agents in the furniture's value chain disposal through its website. The manual has provided updated information about the products, the virtual simulator represents a unique opportunity to acquire or develop key skills in the application of finishes (as demonstrated in the different stays at educational centers) and the database allows to easily locate both products and suppliers.

<< Objectives >>Our experience in school is that,not only because of the covid-pandemic and the war in the Ukraine, students have problems to differ between news and FN.So our project aims to show how FN affects their opinions and thinking. After teachers completed a training that is held by one of our expert partners,to ensure that facts and methods of teaching how to deal with FN are eligible,students will be trained in spotting FN and learn how to deal with it by developing/producing educational material<< Implementation >>We are working on educational material as a CHECK-IT game to show how well FN can be packaged,a WebAPP showing how quickly FN can be published,we will develop a card game that encourage discussion with different perspectives and give everyone the opportunity to lead a discussion about FN.Also,students produce scene-stop videos.With those you follow the way form the beginning how easy FN can be spread,what impact it must teach about them and to see in concrete cases what their consequences are.<< Results >>One of the most important aim with our projekt another fake - another fact? will be the enhancement of the curriculum. So there will be an ongoing annual implementation of the project in the participating schools. Another result for our students will be a large experience of knowlege transfer.By developing and producing the different activities they will be able to deepen,apply and review their theoretical knowledge about how to recognize FN. And there will be different advertising

"In the spirit of the Bruges Communiqué to develop a ""vademecum / study"" on successful work-based learning models "" we have learned with and from each other's work-based learning models. Doing this we have used the peer evaluation methodology in this project. To achieve this, in a first training / learning activity, we have teached all participants who have carried out a peer evaluation the methodology of peer evaluation. We have developed the necessary documents together that we have used throughout the project. We did not limit ourselves to the use of this innovative learning method for youngsters in risk. We have focused on different target groups. Throughout this project, we have hold discussions with staff members, teachers, trainers, mentors, CEOs and policy makers to get a good picture of workplace learning in the country we have visited. For each peer evaluation we have performed, we have chosen a main focus beforehand: - how to build a good network of companies: focus peer evaluation in Estonia;- how to match a student with a company: focus peer evaluation in Germany;- how does the student's coaching / support in the workplace happen by the school/by the company: focus peer evaluation in Spain;- how does the recognition, evaluation and validation of what one has learned takes place in workplace learning: focus peer evaluation in Slovenia;- the common thread throughout the entire process will be the quality development and the communication between student, company and school: focus peer evaluation in Portugal.Each peer evaluation has resulted in a report for the visited center in which we have named the strengths and formulated recommendations for improvement. With this report the relevant institution got started to improve its own system of workplace learning based on the main focus that was used during the peer evaluation. In a final document we have described our ""lessons we have learned"". This document has been published on the European platform for project results. With this document we hope that it can be used by others to introduce work-based learning or to strengthen their existing system of workplace learning.ParticipantsWe have used / developed a clear system inspired by the methodology that is known in Flanders as a ""peer review"". During the firts training, together with our partners, we have ""translated"" and ""redeveloped"" this method into an adapted EU-level instrument. 20 participants have participated in this training. These people had knowledge of the way of workplace learning in their home country and had experience in working in European projects. These persons were able to transfer what they have learned during this training to colleagues from their own organization. The participants in this training have carried out the most of the planned collegial visitations together during this project.Results and impact attainedThe main result has been the strengthening of WBL within adult education VET of the partners concerned and in the regions concerned by exchangeing of good practices in WBL in adult education VET. This enhancement of WBL has been logical and strived for as a result of increasing the knowledge, experience, insights, vision development among the staff / employees of the partners in the field of WBL.The joint ""translation"" and ""redevelopment"" of an existing Flemish methodology from peer review to an adapted European instrument has been done. We have set up together a methodology for peer evaluation to increase the Q of WBL for grown up learners and to improve the knowledge of our trainers/mentor on the issue of WBL. At the end of the visit to their region / organization, each of the receiving partners has received a critical review of their approach / organization, including some advice for innovation and improvement"

This project aimed at enhancing students’ digital literacy and intercultural competences. In addition, the project focused on an interdisciplinary approach to learning and teaching foreign languages making use of the method of Content and language integrated learning. In view of these primary objectives, this project contributed to raising students’ employability and flexibility on the international labour market. This project was carried out at 2 vocational schools (Germany/Estonia). Primarily IT-students were involved in project activities because due to their expertise they served as ambassadors of data security and privacy issues and they became more socially responsible IT-experts. Students collaborated on several intercultural and IT-related project units in an international environment (incl. the following results):1.Intercultural studies: Students created different videos of their home towns and home countries, prepared presentations and gained intercultural experiences when visiting the countries involved in the project. 2. Internet crime: Students familiarized themselves with the topics “internet crime” and “security measures” by recording video tutorials and programming a computer-based training programme. 3. Personal rights and social networks: The Estonian group decided to prepare infographics and the German group decided to programme an internal webpage. Student teams compared Facebook and Twitter, assessed similarities and differences between the 2 social networks and prepared Power Point Presentations.4. Identity protection in a digital environment: Students drew up study material such as an interactive webpage (incl. video tutorials and a password check).5. Digital awareness: Students prepared presentations on several topics (e.g. “The impact of digital footprints“, „Social and ethical responsibility of IT-experts). Infographics about all topics were printed and presented to students at both schools.Blended mobility was an integral part of the project as we used various online tools to prepare short-term exchanges and students worked in international teams. Students had the possibility to share study material using joint workspaces such as Freedcamp, social networks, Skype, etc. Moreover, cooperation between teachers was strengthened as they had to prepare assignments together and exchanged teaching material. A project-oriented approach was implemented both for organizing the entire project and for organizing students’ work on project units.We used 4 short-term exchanges to present project results, engage in peer-to-peer teaching sessions, involve external experts, agree on/ set further milestones and evaluate the progress of the project concerning time and project management, quality of the results and skills gained (incl. social and language skills). This project left a great impact on all stakeholders due to highly efficient dissemination activities. Students and teachers who were directly involved in project activities learned to study and teach in an international environment while coping with the difficulties of such a cooperation and appreciating its benefits. Students have become more sensible computer experts, taking into account privacy and digital identity issues in private and business life. They learned that working in an international environment will enable them to acquire social and intercultural skills that help them get along in our fast changing society which has a direct influence on their future careers and - in the long-term - improves their employability. Students who did not directly participate in this project also learned more about digital identity and data protection issues. They profited as they were the main target group of the study material created in the project. This project had a great effect at local, national and European level. Project activities contributed to the development of up-to-date curricula, new teaching and learning methods / materials and the promotion of mobility and employability of students. Project activities in the long-term influenced the content and attractiveness of education in all participating countries at a European level. By developing and enhancing digital skills, all European citizens, including youngsters, will be able to participate in the digital society and economy on a more equal footing.For more information, please refer to: 1.Schools’ webpages: -http://berufskolleg.schule/erasmus/projekt/-https://www.rak.ee/digital-literacy-for-data-security-and-digital-identity/2.E-Twinning: - https://twinspace.etwinning.net/26730/pages/page/2242143.Project webpage: - http://projektav14.esy.es/4. Awards: - https://publikationen.kmk-pad.org/tipps-fur-die-presse-und-offentlichkeitsarbeit/59540137/36- https://www.kmk-pad.org/aktuelles/artikelansicht/projekt-des-monats-maerz-botschafter-fuer-it-sicherheit-an-schulen.html