<< Objectives >>An unfilled gap in forestry education is the chance to gain experience on forwarder-harvester machines in international environment. Through this, students will have more work experience, better foreign language skills, and will have a deeper knowledge about other cultures. Adding all these together, the students will have better positions on the labour market, forestry education will be more attractive and local curriculum and education can be more innovative.<< Implementation >>First activity is a work visit to explore the possibilities of the partner institution. Based on the gathered information we can prepare our students for the first student work visit in a one-month long preparation session including professional, language and cultural trainings. At the partner institution the students can have a full-in-depth experience about forestry machine operation, practice English and learn about other cultures. We can share the gained knowledge in a dissemination session.<< Results >>The most important result that our students have a better position in the labour market, have a more complex professional, language and cultural knowledge so to have advantage over others and they can share their knowledge with other students. Our colleagues have new teaching methods learnt from their Finnish colleagues. Making the forestry education more innovative, giving prestige to the profession, raising the importance of purchasing more modern equipment.

"The project ""C.I.V.I.C.S. - International cooperation for the empowerment and validation of competences between nautical Schools"" has been presented dall'IISS Calamatta of Civitavecchia, in partnership with two nautical schools in Finland and Spain. The project is based on a joint analysis of needs, which recognizes the extreme importance of the marine industry for the growth of European territories and, at the same time, the absence of a common framework for the validation and certification of soft and non-formal skills requested from this particular sector of the labour market. CIVICS achieved with success the following general objectives: - modernize the educational systems of the partner schools, improve the effectiveness of nautical and logistics education, improving the interrelationship of education and employment, multiplying bridges between formal, non-formal and informal learning and expanding the certification of competences based on experience gained in an international context - strengthen cooperation between the partners to enhance the transparency of the skills acquired in the course of education in a nautical institution, promoting mobility and lifelong learning And the following specific objectives: - launch an exploratory process of validation of competencies, related to the Nautical and Maritime Education, to facilitate the acceptance and recognition of the skills acquired in an EU country and in different learning environments, including non-formal skills - develop a common methodology for the certification of skills and ad hoc training programs, with special focus on soft skills and skills learned during a long term period of mobility abroad, thus empowering the teaching profession - support the improvement of the quality of educational curricula provided in the path of education of a Nautical Institute, expanding the international dimension and opening up to the soft and non-formal skills, choosing indicators and instruments for an innovative, common evaluation framework. CIVICS has organized a series of activities that involved students and teachers and was structured in three stages: preparation, implementation and evaluation/dissemination/ follow-up, structured in Work Streams. With regard to mobility, the project included 5 Transnational project meetings, a joint event training staff and three long-term mobility, lasted three months, for four pupils from each of the partner schools. Scheduled LTTA was functional in the implementation, evaluation and validation of important educational-methodological deliverables, which have been the following: o training materials developed during the Joint Staff training event and merged in a compendium for teachers, concerning certificason of transversal and non-formal skills in the nautical education and training; o a Protocol for the certification and validation of skills o Teaching materials creating the Joint Curriculum that will be submitted to the students participating in the long-term mobility all three have been conceived OER and loaded on a European Dissemination Platform, thus making these products maximally sustainable and replicable at EU level. When preparing products, we have intended to reduce the weight of the traditional summative assessment (which searched to establish with instruments that were as objective as possible to assess the ownership of knowledge, skills and competencies focusing on the teaching / learning final product) and have enhanced the use of an authentic formative assessment, which aimed at supporting the learning process of the pupil. As for the managerial part the project management intended to apply the methodology of shared leadership. The project also has a capillary Dissemination Plan, involving stakeholders and beneficiaries who are not directly involved in the project activities. Partners have conceived an Assessment Plan marked with specific indicators that aimed at assessing the effectiveness of the activities and the correspondence between objectives and expected results. Both outcomes and outputs of the project were to generate long-term benefits, making an impact on multiple levels. Since this has been a project that included a significant focus on continuing education in the sense of empowerment and lifelong capacity building of teachers, exchange and creation of good practices, and above all it is about the development of a Protocol of Certification of transversal and non-formal skills in the marine industry as well as the creation of teaching materials produced during the joint Staff Training event and learning modules in joint curriculum delivered to students participating in the long term mobility, the project had the highest sustainability possible."

Our Cultural Heritage in a European Context project was created by four secondary schools from Hungary (coordinator), Finland, Iceland and Spain. The four schools have already worked together in different projects and possess varying degrees of experience regarding international cooperation in the Erasmus + framework. The partnership would like to offer pupils with the opportunity to work together in international teams on cultural topics, honing their foreign language and IT skills as well as their communicative and interpersonal competences.Among the objectives of the project, the most important ones are: raising the number of pupils participating in international cooperation, teaching and learning about culture in informal and non-formal ways, making pupils better understand the importance of cultural heritage, strengthening their attitudes towards European citizenship, improving their English language skills, strengthening the international networks of the partner schools, developing creative thinking and promoting the use of IT tools in education.The participants of the project are the pupils of the four participating schools, the actual number of pupils participating in mobility is 64, 60 pupils would participate in short-term exchanges of groups and pupils and 4 pupils will participate in long-term study mobility of pupils. The participants of the project are secondary school pupils aged 14 to 20. Local participants of the project will add to the number of pupils participating in the exchanges. Also, during the project activities we will involve all the pupils of the partner schools in activities such as 'Culture Days.'To begin with, we will organize a teachers' meeting in order to discuss the components of the project with the participating teachers. We are also planning four short-term exchanges of groups of pupils, one in each participating country. In the preparatory phase, the host school's pupils will create videos and online quizzes for the guests to be published on the eTwinning space of the project. During the meetings, host schools will organize cultural activities for the guests and the local pupils. The pupils will have to work together on international teams during the meetings and gather as much information about the culture of the host country/region as possible. After the meeting the pupils will continue to work in international teams and create online magazines summarizing their experiences. The magazines will be published in English and will be available on the participating schools' websites as well as on the eTwinning platform. Teachers will create lesson plans using the materials devised by the pupils. With these lesson plans, the participating schools will organize 'Hungarian / Finnish / Icelandic / Spanish Culture Days' in their schools. Between the meetings project work will be continuous, both pupils and teachers will publish blog entries, the teachers will select the participating pupils, teachers will prepare pupils for the meetings and the work, participating schools will organise culture days and exhibitions and dissemination activities. We are also planning long-term mobility: pupils participating in the long-term mobility will be immersed in another culture for a period of 2 months, they will learn about a foreign culture in great depth and use English as a language of communication.During the project's lifetime we will use a variety of methods, in the preparatory phase we will concentrate on the use of IT tools, such as creating videos and online quizzes, and during the meetings we will make sure that the participating pupils engage in communication with their international peers. It is essential for us to create situations where pupils from different countries can work together and use English as a language of communication. After the meetings, pupils will continue to improve their IT and language skills when they prepare their magazines. On culture days, pupils will have the opportunity to join interactive activities focusing on the given country's culture.We expect the improvement of pupils' language, IT and interpersonal skills. We wish to raise cultural awareness through the planned activities, and an improvement in participants' motivation. We foresee growing numbers of language exams and better results in school subject such as English and History/Cultural History. We are planning to create videos, quizzes, magazines, blog entries, newsletters on schools' websites, Facebook articles, Instagram stories as results of the project. With culture days we are planning to reach all the pupils of the partner schools.Among long term benefits we await the enhancement of the participating schools' internationalization activities. The visible results of the project will draw focus to cultural studies and make the schools more popular with primary school pupils. The project will make international cooperation smoother and more fruitful.

Despite the digital leap caused by COVID-19 and the rapid shift to distant and online learning spring 2020 the digital skills of vocational teachers and students are still at very different levels. This impairs learning outcomes and creates inequality between students. The initial results of the study conducted in Finland during May and June 2020 and targeted to basic education confirmed the Helsinki and Tampere universities´ researchers' doubts that equality in education was not realised as well during the distant learning period as in normal circumstances. The training package/course now being developed through the project would increase VET-teachers' possibilities to familiarise themselves with digital pedagogy and adopt new ways of using technology in a pedagogically meaningful way, thus evening out the differences in teachers' skills. Long-term impact of the project would be to increase the equality of VET-education with reference to the use of digital learning environments and digital tools. The objective of the project is to increase VET-teachers' pedagogical online teaching skills and thereby increase the digital competences of both teachers and students. It would be important that VET-teachers have the skills needed to deliver quality and inclusive education through online, virtual means. Improving VET-teachers´pedagogical online teaching skills have the impact that VET-teachers would understand how to best incorporate digital online technology into subject-specific teaching, training and learning including work based learning. They could themselves produce ideas how to best follow-up VET-students´competence development, how to do exams or assessment online, how to deliver inclusive online training and how to do other pedagogically meaningful operations and actions online maintaining the same quality level as in classroom situations. The tool to reach the above mentioned objective and impact is to develop a digital pedagogically oriented participatory online learning model that can be applied to each country's and educational institution's own online learning programs and applications. As a result of the project, teachers' digital teaching skills will develop and they will be encouraged to use digital tools creatively and the quality of online teaching will improve. Indirectly, students' digital skills also develop as their experiences on inclusive online learning increase and they have a more active role in online learning processes. The online interaction skills of students and teachers will also be improved as part of the learning processes.The planned activities and target groups:Mapping of the pedagogical online learning models already in use in the partner countries (Finland, Slovenia, Netherlands). Developing a common inclusive digipedagogical model that can be exploited regardless of the digital learning environment, digital programs and digital tools that are in use. This model includes, for example, online learning quality criteria, good practices and examples of inclusive online learning. Creating training material for vocational teachers to improve VET-teachers´skills in planning and implementing an inclusive online course. The training material will be availabe e.g. in eTwinning platform (eTwinning group or/and learning event) but also to other open access platforms. The direct target group of the project is VET-teachers but indirectly also VET-learners will benefit from the project activities, outputs and long-term impact.