As part of the project, both the students' need for advice and the differences and similarities in the teachers' theoretical advisory skills in terms of career choice were examined. A focus was also placed on the respective support programs at the different schools. The main necessity of the project was to strengthen one's own competencies in this area and to generate incentives for improvements. Up until now it was completely unclear which counselling methods and instruments were used in the different schools. It was clear, however, that there was a need for improvement at all schools, as the previous consulting was little used, although there was an increased demand for advice. Therefore, even before the start of the project, it was assumed that restructuring as well as a change in methods and instruments would lead to the desired success. Initially, it was unclear how the teachers would react to factors such as a migration background, cognitive performance or counselling behaviour in the event of failure. A scientific analysis has not existed. Therefore, even before the start of the project, it was expected that knowledge would be gained regarding the development of advisory skills and a revision of the respective internal school standards. The following partners took part in the project, involving both students and teachers from various fields: - Commercial school in Lörrach (Germany) with a focus on business and economics, administration and health; - IIS Stendhal (Italy) with a focus on science, languages, economics and land surveying; - Anna Gironella de Mundet (Spain) as a full-time general and vocational school with a focus on fashion, (electrical) engineering, maintenance; The activities of the project were structured in such a way that the project phases were precisely tailored to the achievement of objectives. All schools were involved over the whole period of the project. Particular emphasis was placed on applying the “best practice approach”. In phase 1, an analysis of the current situation was carried out at the schools using self-created questionnaires. By evaluating the results, the identification of potential for improvement was already given in this phase. Furthermore, through the exchange between the schools and the presentation of the advisory instruments of the KS Lörrach the generation of ideas for new instruments was stimulated. Since the partner schools have already recognized in this phase that the individual school systems are so different, it was decided to establish a presentation of the school systems in the next phase. In phase 2, a target analysis was carried out using a SWOT analysis and then a target / actual comparison was carried out. Again, there are initial aspects for the need of optimization. The target / actual analysis identifies the reasons for the discrepancies between the advice offered and the demand for advice. Proposed solutions for the described mismatch problem arise. In phase 3, advisory standards and a measuring instrument were developed. Factors such as migration background, lack of ideas, lack of perspective and heterogeneity of the students were examined. In phase 4, the optimization was implemented at the individual schools. On the one hand, phase 5 was used to further implement optimizations and on the other hand to evaluate the implemented consulting standards.Shortly before the end of phase 5, about 2 weeks before the planned project meeting, the meeting was cancelled due to Covid 19. The partners decided that the project should not be extended but should be continued online. In terms of content, the partners initially decided to postpone the presentation of the project results from the fifth phase and to exchange experiences on the pandemic with the pupils involved. The main aim was to further develop the social skills of the pupils by allowing mutual empathy. Thus, the focus was initially placed on a personal exchange of experience with regard to private challenges, digital learning and professional future prospects. In phase 6, a scorecard was used in order to derive school internal measures and interactions between all those involved were shown. At the end of the project, specific action results are now available for all partner schools, some of which have already been established in the schools and which should continue to be used in the future.

VETNM (Vet New Methodologies) is a project created for the exchange of good practices, using the construction of a robotic arm printed in 3D, and the development of a management and programming SW, interconnected via network with other robotic arms and with computational vision The main goal for this project is to use the methodology of project-based learning (PBL) and create a syllabus and a decalogue of needed materials, to develop such syllabus and offer it openly. Target group is formed by VET students of both in the middle and higher grades, 114 people have directly participated at training activities designed for project development. These activities have been developed subsequently at partners' schools with the rest of target students in order to spread the methodoly designed to all vocational student's groups of each school adapting the content of the project to each subject through teachers who have participated in project activities. The project had a prevue duration of 24 months, that finally was prolonged until 33 months due to COVID-19 pandemia that make us reschedule the last training activity that finally took place one year later. During these 33 months the following activities will be developed: 1- Training of expert students through mobilities about following subprojects which integrate robotic arm project: a- Mechanical assembly of the robotic arm; in this case technical teachers were phisically trained during the meeting and lately this activity was replied en each partner school with the target group by each partner. In order to develope this training at partner's schools they had as material with two robotic arms assembled by each partner during the training at coordinator's school. b- Development of the management and programming SW: physical activity where both students and teachers were trained. During this activity tecnical teachers from the coordinator school reviewed hosting robotic arms working and repared or substituted those pieces being damaged because of transport. c- Development of network interconnection system among robots: physical activity where both students and teachers were trained. During this activity tecnical teachers from the coordinator school reviewed hosting robotic arms working and repared or substituted those pieces being damaged because of transport. d- Development of computer vision system: virtual activity due to pandemic restrictions that not allowed travelling. Partner schools connected by videoconference and coordinator school move since Barcelona partner's robotic arms to test their viability. Both, students and teachers participated in this activity. Before this activity took place, new pieces to replace damaged ones were sended to the partner responsible for this activity. 2- Peer learning to develop the final product at each of the partner schools. These inner training were develop by participants trained at different trainning activities using the methodology developed througth syllabus written to each one of the subprojects testing then their effectivity. 3- Presentation of the final product produced by each partner school throughout an audiovisual. This activity was finally done alive during the last trainning activity throughout a demonstration once implemented the four subprojects. This session was recorded in order to be used as diffusion material. We will get as final products: - Two fonctional robotic arms for each school partner. - Detailed syllabus of needed materials and the applied methodologies accessible from the Internet openly for everybody trough a Drive folder linked since the webpage created for this project: https://erasmusvetnm.wordpress.com/

Today, many young people are having difficulties at school because of the bad attitudes like distrust, hate speech, bullying, racial prejudice and ableism. In these situations, making empathy is of great importance. We are going to replace these attitudes with some good feelings such as equality, tolerance, success, confidence and love. Changing an attitude is not an easy process. Moreover, many young people spend their time on computer games or internet. As a result of this, it will be really hard to draw attention. We came together with all the partners from Greece, Turkey, Italy, Spain and Hungary and we decided to use the magical word of fairytales to make the youth involve in the project. After talking about the main topic, we discussed the details. We decided to deal with these 5 bad attitudes with 5 LTTs. During these LTTs, we are going to get the participants into fairytales to make empathy. Supportingly, we are going to do monthly activities to disseminate this project in the local areas.With the approval of the project, we are going to start conducting an eTwinning project in the same name, simultaneously. We are going to add many partners from different countries to the project. Thanks to this, we are going to touch many people. We are also going to involve the parents and residents to the project with activities such as surveys, interviews, fairy tale nights, etc. We will also prepare a fairy tale book at the end of 5 LTTS. We are going to do our best to disseminate our project as the subject we will deal with is very important for all people. We are going to use social media, local press and written works (brochures, posters,etc) in order to achieve this.Additionally, our students will have a chance to understand what the European citizenship mean and how small the world is. They will acquire many abilities with the cooperation and collaboration during the project. The students with poor backgrounds and social difficulties will have a chance to do a project in EU Dimensions. This will change their life and their point of view.

"As part of our planned project, a joint play will be developed. The basis for this is Shakespeare's “The Merchant of Venice”. It is planned that the play will be transferred to a modern language and setting and that it will be designed and carried out together with all partners. The focus of attention lies on the following aspects: racism, exclusion, integration, promoting solidarity, tolerance and openness.The necessity of the project on the one hand lies in conveying the European idea to young people and protecting society from exclusion and on the other hand in promoting openness, tolerance and integration. Overall, the focus is on the establishment and expansion of the key qualification “European competence”.European competence, in our project, is defined as the qualification which promotes openness, tolerance and acceptance towards other cultures, religions, political views, sexual identities, gender equality and individual lifestyles. The European idea is to be placed special emphasis on.Particularly with regard to the still current challenges of integrating refugees in Europe, both in schools and in society, a necessity for education among students becomes obvious. For this reason, the student groups should consist of students from diverse cultural backgrounds.In addition, at present there is an increasingly anti-democratic development noticeable in Europe. The proposed project is intended to counter this development by reducing fear of contact, barriers and prejudices. At the same time, tolerance and openness towards other cultures, religions, political views and individual lifestyles will be promoted by the play itself as well as by the process of setting up the play.Since all partner schools are faced with the difficulty of a very heterogeneous student body, it can be expected that participation in the project will result in tangible changes among the students. Above all, these changes in behavior should contribute to a democratic and harmonious coexistence.In addition to strengthening European solidarity, the main aim of the project is to reduce prejudices. In the foreground are on the one hand the sensitization of young people to racism and exclusion as well as strengthening and development of tolerance. On the other hand, we need to dismantle barriers and take away fears. The focus is on the development of a holistic key qualification “European competence“.Phase 1 will be devoted to the subject area ""Limits and Exclusion"". For this purpose, each partner schools will develop their individual experiences with borders and exclusion and describe them in the context of the first project meeting, which will take place in Berlin. Goals are not only the representation of individual experiences, but also thoughts and ideas on how borders and exclusion can be overcome. In these ideas, all partner countries are considered.In phase 2, the setting of the play is to be framed. The partner schools will work together on what the costumes and the set could look like. For this purpose, a tour of the theater in Barcelona will take place. The aim of this project phase should be to find out how the play can be set in a modern context.Phase 3 focuses on the light and sound installation. It should be noted that both, light and sound, should produce dramatic effects. The partners' task is to develop special effects designed for the play.In phase 4, the marketing concept and trailer are to be developed. To this end, the partners develop various ideas together and consider how and where marketing should be placed.In phase 5, the catering for the evening of the performance will be framed. Again, this will be done jointly by the students involved.Also, individual sections should be practiced during phases 3 to 5 and, if possible, performed in front of an audience.The final performance is to take place in phase 6. In this phase, remaining coordination problems will be solved together.In phase 7, in addition to evaluating the project, guidelines for the implementation of such projects are to be worked out. Furthermore, options should be worked out on how the content developed can be used for schools in a way that is relevant to teaching.In general, it can be said that all activities are always under the focus of European cooperation and that the individual project goals are always promoted through the cooperation of the students, the confrontations with one another and the process of joint decision-making. The project puts emphasis on the development of the key skill “European competence”."

"This short term exchanges of groups of pupils project, “Students against extinction” will last two years.The partners have been chosen from different types of secondary schools - vocational schools, general schools, public and private schools, from different geographical areas, diversity and colourfulness of their cultures, ways of life, ways of cooperation, school descriptions, experiences through eTwinning and some other partner search platforms as the biodiversity is needed for our project.Therefore, the partnership consists of the secondary schools from Slovakia as the coordinator and Czech Republic, Latvia, Turkey, Greece, Spain as partners. We will organise 6 LTT activities/mobilities. Every mobility will be 6 days + 1 day for travel and each school will be host once. There will be at least 4 pupils aged 14-19 years old and 2 responsible teachers from each school.The project language will be English.Distribution of the topics, tasks and workshops according to the SWOT analysis during the preparation phase is;Slovakia; History of Beekeeping; Website; Bee GameCzech Republic; Food, Agriculture and Food Waste; Social media accounts; Living in Erasmus+ worldLatvia; Consumerism and Waste; e-Twinning and video conferences; Effective communication, European CitizenshipGreece; Urban Agriculture; Multilingual Dictionary; Natural Disasters and protecting environmentSpain; Recycling and Renewable Sources; Brochures and photo-documentation; Gender issues, discrimination, Human rights, and multilingualismTurkey; Ecologıcal Awareness and Protecting Environment; Newsletters; Breaking stereotypesAlthough all pupils will have equal opportunity to participate in project activities regardless of gender, social or financial situation; selection of participants for mobilities will be done according to the pupils´ works on the project, willingness to participate in activities, host foreign pupils, attitudes, language skills and diligence with a gender balance.Preparatory sessions before mobility to provide information about tasks, insurance, safety, partners’ culture, etc., and disseminating sessions after mobility will be conducted by contact teachers.Project objectives are to develop the participants’ general and specific competences in order to widen their perspectives from local to the European sphere, to be more aware of the problems of the nature through the use of beekeeping as a cultural heritage, understand the value of being part of the European continent with a rich history, which will enable them to understand their similarities and historical connections with each other and to help them transfer their cultural heritages to future generations, to collaborative partnerships, to learn more about ecological awareness, protecting environment, history of civilization, to break down misconceptions of people from other cultures.Our project will support the social and personal development of participants, work together in a multicultural environment, meet on common grounds in mutual understanding and organize activities to overcome language and culture challenges. This will improve participants' feelings of self-confidence and the participants will start saying ""I can do it now !"", which is one of our most expected aims.The project offers a well defined controllable way for partners to take social issues from the curriculum and apply them into the running of the school as the strategy of our project is based on “Learning by experimenting”. This process helps students recognize the importance of social issues and take them more seriously in their lives. The tasks consist on dealing with content knowledge and problem-solving, thinking skills, analysing or evaluation with the help of methods such as meetings, workshops, discussions, sharing of educational materials and experiences, nonformal activities, excursions, competitions, role-plays, surveys, seminers, presentations, creating newsletters, DVDs and eTwinning network activities.We will produce outputs such as booklets, cups, newsletters, DVDs, posters, T-shirts, flags, notebooks etc. and distribute free of charge. The programme and necessary logos will be emphasised on any kind of activities and materials.Monitoring and assessment process will concentrate on if the project has reached its objectives and if the outputs are competent and are performed well enough to help us mirror on what extent we have complied with the main objectives of the project, what’s going well and what we should do to change or improve things.As social networks will be effective multipliers, all partners will register to the eTwinning portal, will effectively use twinspace pages. And the project will be expanded through the use of eTwinning, websites, social media accounts.With all disseminations, we aim to inform the community so that we will not leave anybody behind either not motivated to participate or not well-informed about the problems of nature."