Berufskolleg West der Stadt Essen is today located in ESSEN region where AEG and Krupp companies were once available and the big factories run their machine factoires. Today it works with a vocational school name which thirdly sectors are socially and economically dominated. It still has 76 teacers and about 1480 students .IIS L.ACCIAIUOLI - L. EINAUDI di ORTON is a vocational high school in Ortona region in Italy. It has nearly all the technical units as the applying school. It is a big chance for the region which has an intense industry.Turkish partner Gümüşhacıköy Vocational and Technical Anatolian High School has vocational education. It has worked densely on Erasmus+ project for years.The Greek partner is a vocational High school known as 1 EPAL Arta. It has a lot of vocational units as we do have. Its the biggest school of the region.In the meetings all the needs that the partners stated are:- Turkish partner , talked about the indifference of the students on science lessons. The biggest reason for the the traditional and compulsory teaching technics of te teachers on these low level students who chose those schools. - The Greek School stated that there is no problem on interest on science because of attractiveness and the refugee students.- Italian partner's students said they need the innovative learning and teaching technics usage to include them to the scientific disciplines. As the applicant school we came to realise that the wak usage of experiments in science and the strong usage of theoretical methods.Our purposes:* The project aims to introduce new approaches in integrated science education of the mutual schools' education applications , to provide students with skills to make learning easier * To help students to be interested more in scientific concept and science* To make science lessons more interesting in vocational education* To be institutionalized in EU* To raise EU citizenship ,multilangualism and tolerance* To ensure Erasmus+ disseminationOur Objectives:1. To raise the quality of the science lessons through collaboration in Europe context until the end of the project, integrate the ICT process and new learning methods 2. To raise the graduates rate at the end of the studies and create employment in two years' time3. To develop social skills , communicate in European languages , introduce yourselves and join in European programmes.4. To be an International school5. To have adequate applications for KA202 projectsTo reach the objectives the project team selected these activites:1- Introduction of education systems of the countries2- Curriculum of Science lessons3- Reviewing the competencies of experimenting4- Observing the technical opportunities5- Seeing the technological approaches6- Observing the inclusion of the students7- Seeing on site of the experiment weigh8- Observing the initiative level of the students9- Reviewing the place of the experiments in academical life10- Other cultural activitiesImpact ( for teachers)Management skills, digital teaching skills, methodogical developments, creativitiy in lessons development, Raising the interest on European partners, raising the vocational respect in work place and national levels will be observedImpact ( for pupils ) To make them more interested in science lessons, reflect their academical life, see it as a motivating one, be problem solvers, create the reason-result relation, be more international , respect the other cultures and act as appropriate to the Erasmus+ logic are the expected impactsAssesing the Project:1- To succeed the objectives and activities2- Interaction with the project partners3- Satisfaction of the beneficiaries4- Selection of the participants and preparaiton5- Selection of the results and disseminationExpected Results:- Raising the quality of education, Raising the value for Erasmus+ programme, Appreciating the studies of the participants.- Empowering the transnational capacity, improving the educational process - Applying the innovative factors in educational patternsConcrete Results:Certifications gained by the participants: Europass Mobility Certificate, project documents, Non-Materials : Language skills; active citizenship, developed social skills- Workplace and laboratory methods and technics, Experience of the organisation of the activitiesOur project includes 7 LTT activities totally. There will be 69 participants ( teachers and students ) and 9 accompanying persons which will last 24 months. There will be 4 partners in total.

"Title: LEARNING THROUGH SCHOOL PROJECTS - MOTIVATE, CREATES AWARENESS AND MAKES STUDENTS MORE RESPONSIBLE Partners: Romania (coordinator) Turky, Greece, Italy, Croatia. Duration: 24 months. Argument: Education through and for culture represents a key concern for most schools, since cultural knowledge is essential for young people's development. Thus, culture must be a priority in their education. Based on the proposed activities, our project tar-gets students, offering an answer to their needs to learn and understand local, regional, national and European cultural values. Purpose: to educate and to stimulate students' interest towards the history of the town\city and their country, to discover the national identity by acknowledging cultural, spiritual and traditional values, getting involved in the conservation, harnessing and promotion of the national cultural heritage at a European level. Main objective: promoting European multicultural awareness, cultural diversity, multilingualism, intercultural dialogue and shared experience. Specific objectives. Students are expected to: - develop intellectual curiosity for discovering historical and cultural information regarding European countries; - create cultural diversity awareness by understanding their national cultural in relationship with the European environment; - increase their interest and motivation for learning foreign languages, by developing relations with the project partners; - develop positive attitudes, of respect towards diversity and cultural identity, based on developing the feeling of active European citizenship as well as fair-play; - understand the role and importance of local, national and international heritage in defining national cultural identity; - develop the ability to recognize similarities and differences between cultures by showing interest and respect for the national heritage items included in the International Heritage. Teachers are expected to: enhance their knowledge about European cultural diversity, the pedagogical best practices, the manage-ment of their discipline, the non-formal educational strategies by becoming aware of the models used by the partner institutions. Target group: approximately 1000 individuals: 1.direct beneficiaries: students and teachers of partner schools ( (100 individuals); 2. indirect beneficiaries (participants during disseminations): - the parents of students involved in the project; - other students and teachers from partner schools; - the local community (media representatives, museums, memorial houses, Creative and folklore centers, etc.). Effects=concrete results lasting sphere of learning, awareness, involvement and accountability of direct participants. Planned European Cultural Itineraries, to contribute to the discovery/definition of national identity, students’ awareness (direct/indirect), the sense of belonging to the European cultural-historical values. Non-formal education activities are an opportunity for: *students (beneficiaries of the first line),TO BE BETTER AND TO KNOW MORE, and so will give another dimension to their free time combining usefulness with pleasure and accepting that without knowing the history, culture and national traditions can not live in a modern society, you can not relate to the cultural space national in the context of Europe; * teachers: - new opportunities to exchange best practices for increase student performance; - a higher level in strengthening the teacher-student relationship in the context of partnership for learning; - supplementing teaching portfolio with specialized materials needed work in the classroom and in the transformation of an ordinary trip into a lesson of history, culture and civilization, to develop skills in assessing pupils / promotion of national cultural values. Methodology: -wokshops for: a) documentation, ""inventory"", selection and ordering information; b) research for mini-projects development, which will form the basis the project mobility; c) knowledge of customs and traditions specific to each partner countries (wedding rituals, folk festivals, or those occasioned by religious affiliation, etc.); - visiting regions, cultural-historical objectives from the partners countries included in the project; - working meetings; - competitions (face to face) on issues of history,culture, civilization's partner countries. It is transnational because: - involving participants from 5 countries located in different geographical areas of Europe; - each partner country comes to this project with the particular historical, cultural and civilizational specific. These coordinates will facilitate a multicultural and multilingual beneficial dialogue among participants, to strengthen the partner-ship between schools and an advantageous exchange of best practices in management education schools."

Context:Young people are the future of any economy, not only as consumers and customers, but also as employees. Current world-wide data indicate that young graduates face specific problems and challenges in gaining access to the labor market and finding a stable job. The transition from school to active life and the integration of young people into employment is an essential issue with a strong economic and social impact, while being an important benchmark for the external efficiency of the education systemOur students are preparing to become good professionals in their field of study, but most often have difficulties in detecting employment opportunities, especially as the regions where they live are preponderant poor areas and there are not many career opportunities. Workplace markets have been digitized, and if we do not adapt soon, it will be harder and harder for us to recover. In view of these situations, we truly believe that it is time for us, Vocational schools, to modernize our approach with the latest trends in the field of work-related skills.Objectives:1. Allow students and teachers to make exchange VET practices and experiences2. Improving the professional skills of 21st Century students - digital literacy, learning abilities and life skills3. Create the context so that students to apply their acquired skills4. Increasing the capacity of students to identify career opportunities and to enhance their employability5. Developing language skills, ICT and professional skills6. Developing tolerance, intercultural competence and respect for other culturesParticipants:Students and teachers will be directly involved. Our targeted target group consists of 600 students aged between 16 and 17 years old.At the end of the project, they will be in the last level before graduation so we will be able to see directly the impact on them as a result of the whole project.We are addressing a group of students who are trained in different professional fields and the activities we will carry out will be designed so that, regardless of their specialization, they can be involved into the project.From the total group of 600 students, a total of one hundred students will be selected at the level of the partnership (20 / country), which will participate in the international exchanges. Activities:C1 –Meet Europe – VET opportunities and challenges (Romania, NOV 2018)C2 - Empowering VET students with learning skills (Turkey, FEB 2019)C3 - Empowering VET students with literacy skills (Greece, MAY 2019)C4 - Empowering VET students with life skills (Italy, NOV 2019)C5 - Job seeking and job applications in the VET field (Portugal, MAR 2020)The project will have a number of tangible and intangible results. Intangible results are related to the acquisition of knowledge and development of abilities and skills by our students, improving cooperation between vocational high schools in European countries, which can lead to future partnership initiatives and cooperation.Concrete results:- Written courses on the basis of which the learning activities for the development of skill sets will be implemented during the workshops. There will be five output resources created in all workshops; one course support will be developed on the workshop during each learning and teaching activity with students. These materials will be published as a brochure and made available online for using by other VET schools.The elaborated brochure, namely Guide to employability of VET students will be used in our schools with students in the coming years.- Presentations of the labour market trends in each country- Description of online tools and search engine lists to identify employment opportunities in all partner countries- Reports of transnational meetings- Images from events and activities- Dissemination tools for project- Presentations of schools- Promotional materialsImpact:The all partner schools will benefit in a high measure from taking part in this project. Firstly, we will extend our VET network and we will be able to exchange experiences and practices with similar institutions across Europe.Sharing good practices will help us improve pedagogical approaches to teaching, educational practices and methodologies so that we get the best results. We are intending to exchange experiences related to vocational training projects for students, we learn about partners' results from previous projects that will help in ongoing activities with students. Consequently, we will be able to establish sustainable and fruitful cooperation.We will enrich our material base and our international dimension.Materials designed with partners will be used with future student generations, will be shared with schools in our areas, and therefore we will be better equipped to reduce the gap between school life and work life.

The project 'Developing key students' competences and strengthening self-esteem through their personal development' focuses on the development of key competences among students as an important element of preparing them for adult life. This project involves secondary schools (mainly vocational and technical schools) from Greece, Portugal, Cyprus, Lithuania, Spain and Poland. The proposing organization is located in Poland. Six actions are planned related to learning, teaching and training, including the first meeting in Poland, in which two teachers from each school will take part. Together, it was determined how important key roles in the teaching and learning process are key competences, while the project group agreed on the fact of struggling with problems resulting from the lack or insufficient implementation of key competences in the youth education process. Therefore, each of the partner schools indicated the most important problems that their students are facing during education. These problems can be divided into three main groups of key competences: social competences, mathematics and technology as well as language skills. Among social competences, partner schools and the applicant school exchange low self-esteem, lack of faith in one's own abilities, low ability to work in teams and lack of self-presentation skills. The main difficulties associated with mathematics and technology skills result from poorly developed creative thinking, low mathematical and IT competences. When it comes to language competences, students struggle to express their thoughts and opinions in their mother tongue and foreign languages.In addition to the emerging educational difficulties, each partner school has identified methods, tools and educational and upbringing programs that function in their facilities and contribute to the improvement of the quality of learning outcomes and develop key competences. Among these tools are tutoring tutoring, getting to know and working with such applications as: ONMAT, KAHOOT. EDPUZZLE, information and communication technologies, implementation of the STEM system combining natural and engineering subjects, workshops developing creativity, parental education program S.S.I.A preventing early termination of education and workshops with the trainer of self-presentation and rhetoric.The main objective of the project is to exchange good practices between teachers, in the first place taking part in particular stages of the project and then spreading the newly acquired skills among the schools' own communities and schools in the region. Each school will equip teachers who take part in the project with appropriate theoretical and practical preparation for further implementation of the method and tools for working with students. The products of the project activities are to be instructional videos, educational materials and improving the effectiveness of teaching in the field of science and foreign languages.