In the current context (new ways of doing business, high youth unemployment, fourth industrial revolution, etc.), business and industry in European countries must adapt and seek new markets, needing greater integration and cooperation between them.Faced with these new challenges, there is a greater need for well-trained young people with international skills, prepared for entrepreneurship and innovation, hence the need to emphasize foreign language skills, social skills, knowledge of other cultures and ways of job.On the other hand, there is a need to improve professional training and social perception as an option of quality and employability.Thus, the main objective of the BEST-VET project was to improve the international employability of VET students in the areas of Electricity, Information Technology, Administration and Hospitality, in the countries of the partners involved in the project, Belgium, Italy, Portugal and Spain .To achieve this goal, 4 weeks of training activities were carried out, with the participation of teachers and students from each of the specialties, which included:-Programmed classroom activities applying active methodologies.-Visits to companies of interest.-Visits of cultural interest.As a result the skills of students and teachers in the professional, linguistic and digital field, as well as soft skills such as leadership skills, interpersonal relationships and positive attitude have improved.In particular, the students have been able to understand better the disciplines in which they work, have verified how they work in other companies and have discovered related professional profiles ... Also, thanks to their participation in a multicultural environment, they have developed new communication strategies and adapted to different points of view.Teachers have moved in new educational environments, they have learned from equals with experience, they have applied new methodologies in the classroom, they have seen the professional requirements demanded in different countries, the way in which companies work and relate to training institutions and the place that VET occupies in other educational or socio-labor systems.The latter has also been achieved, through five monographs that aimed to share good practices improving VET services:-Organization in the VET in the different countries-Multiculturality-Employment of the graduates of the centers involved-Adult education and lifelong learning-Implementation of a specific ECVET credit system in the Piedmont region.Also, the involvement of companies, families and public institutions has been included, in order to increase synergies, cultural value and professionalism of the participants.Results and impact:Students have significantly improved their interest in their profession, learning foreign languages, traveling, integration regardless of nationality, religion, social status, age, disabilities, etc., for all this, they have acquired professional and personal skills for employment This experience has removed barriers and increased their interest in participating in KA1 mobilities.The teachers have had a unique learning opportunity, the enthusiasm during the project has been confirmed and the interest in continuing to participate in similar projects was evident. Teamwork and peer learning, is highly motivating and very necessary to face future challenges, we must teach to work our students in this way, but how to do it without having had the experience. This project has provided us with the opportunity to show ourselves that we are capable of doing it and therefore of teaching it.We have contributed to increasing the multiplier effects thanks to the relationships-synergies that have arisen, all participating partners are interested in continuing to participate in new Erasmus + projects and, in addition, we have made numerous contacts and collaborations with other institutions, throughout this project.We have contributed to improve the perception of Vocational Training in companies, demonstrating that we are able to carry out quality and innovative experiences with our students, and in addition approach companies to our schools for future collaborations.We have contributed to create Europe, all participants are now more predisposed to work on and continue carrying out projects in Europe, opening opportunities and eliminating barriers and fears.As a conclusion, we consider that this type of experience, sharing classrooms and companies between European partners, is a unique training opportunity that we should establish as good practices in a systematic and massive way.

The escalating levels of social and economic complexity present challenges for education policy-making in today’s globalized world. To tackle with this, learners have to be globally competent; this means that they have to be able to examine local, global and intercultural issues, to understand the perspectives and world views of others, to engage in open and effective interactions with people from different cultures, and to act for collective well-being and sustainable development. This is how PISA 2018 defined GLOBAL COMPETENCE and this is why Global Citizenship Education is needed because it empowers learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies.Fostering Global Competence in Schools implies supporting individuals in acquiring and developing basic skills and key competences, and strengthening the profiles of the teaching professions. These reasons let us set two general objectives of this project and several specific objectives.1.To support the deployment of Global Competence in different European education Systems1.1.To set a framework to guide the education systems in accordance with the national curriculums1.2.To embed global competence in the professional development plans of teaching professions and other stakeholders2.To foster learners’ achievement of 21st century skills and topics for a deeper learning, a stronger European citizenship and a better integration in global society2.1.To identify school good practices on global competence2.2.To enable and empower teaching staff on global competence2.3.To develop cross-curricular projects that enhance learners’ global competenceIn a European project, it is important to generate and share new knowledge collaboratively; this is why we have created a partnership with different stakeholders: schools, universities and educational authorities, from 3 different countries with different schools systems and different school traditions. The partnership is formed by 7 institutions from Belgium, Spain and the UK. The coordinator is the Barcelona Inspectorate of Education, a local educational authority, which supervises and evaluates equity in schools. In terms of educational authorities with similar competencies, we have as partners, GO! Scholengroep Brussel. We also count with 3 schools who have successfully tackled with cross-curricular global projects. Finally, the University of Wales Trinity Saint David and the Institute of Education Science at University of Barcelona (IPD-ICE) have expert knowledge on professional development, curriculum and key competences and are essential to set theoretical frameworks and publish good quality materials. The target participants of the project are:- Students. They will improve their global competence through cross-curricular projects and they will participate in a short-term exchange. They will also participate in awareness activities (logo and audiovisual competitions).-Teachers and school leaders are the key to spread good school practices in schools, to implement global competence and to supply a bottom-up perspective.-University researchers will provide the theoretical knowledge of the topic and advice on professional development.-Educatiol authorities staff will enhance policies on global competence in the schools within their area of influence.To achieve the objectives of the project, we will produce:-General activities: project website, logo and audiovisual competition, erasmus+ corners, term newsletters.-Intellectual outputs: global competence toolkit for teachers, teacher training course on global competence and an academic global competence portal with theoretical framework, bibliography and recorded good practices.We expect the following results:-Students will improve their communication skills, their knowledge on 21st century issues and on social, European and global citizenship.-School teachers will be empowered to deal with global competence in their schools due to professional development course and the availability of tools to implement classroom projects.-Educational stakeholders will become more aware of the importance of global competence due to the availability of the project’s intellectual outputs and the dissemination activities: meetings, newsletters and multiplier events.-All the staff in the project institutions will increase their knowledge and expertise on global competence thanks to their participation in the projectWe also expect a very important outcome, which is an increase of the number of schools that implement classroom practices on global competence through cross-curricular projects within the project's area of influence. We have set a dashboard of output and outcome indicators to measure the results and the impact. The availability of all the products developed in the project in different open platforms will ensure the sustainability and the longer term benefits of it

The project is a strategic partnership involving exchange of good practices. It aims to mitigate educational losses caused by the pandemic by supporting preschools teachers and parents who are the main providers of education for young children. It will realize this aim by focusing on digital tools and teacher-parents relationships. It will initiate cooperation between different stakeholders-universities, local authorities, preschools and a counseling centre and facilitate sharing expertise and exchanging good practices.During the lockdowns throughout Europe, many children had to stay home and were deprived of stimuli which is instrumental for their academic, psychological and social well-being. Teachers and parents had major difficulties finding appropriate online resources for using at home. The project addresses crucial needs of preschool institutions with professional help from universities and commits to providing hands-on experience for the educators. In this regard, the project aims to* support teachers of pupils aged 3-6 years by developing their ICT skills at least by 25% and providing resources* improve preschool teachers’ capacity to supplement education at home by increasing the number (at least %30) and quality of pedagogical activities involving parents * increase the variety of practices for preschools by %35 through promoting exchange of good practices The project aims to achieve following tangible results:* interactive eBook of good practices in preschool education. The contents will be collected from partner organizations and associated partners. This free and open online educational resource will enable preschool teachers to share online resources and to incorporate them into their own teaching. * a massive open online course (MOOC) to train preschool teachers to develop their digital competencies and soft digital skills. The content will be specifically designed for preschool education and include modules such as technology supported pedagogies, online content creation tools, and game-based/gamified instructional designs. The course will be piloted in partner preschools.*a project website, social media accounts, a logo and an eTwinning project.For the proper management of the project, there will be 3 transnational project meetings held in Turkey, N.Macedonia and Belgium. Within the project, a total of 27 teachers of pupils aged 3-6 will attend 3 short-term training events in universities and counseling centre. At local level, all preschools will carry out various school-based and local activities. LTT 1 is organized around the concept of exchanging good practicesLTT 2 is on pedagogical issues focusing on parent-school interactions and how we can develop them. LTT 3 the final selection and evaluation of good practices.With the interactive eBook of good practices and MOOC, more than 800 teachers will be reached in partner and associated organizations. Teachers of pupils aged 3-6 will incorporate digital online technology into their teaching practice better.They will use newly developed interactive eBook and implement activities at home in collaboration with parents. They will better address the needs of their pupils with innovative approaches.The project will also benefit pupils of target preschools, their parents and the whole communities of partner preschools. All partners will be able to connect with their stakeholders to promote the quality of preschool education. They will have the opportunity to learn from other cultures and other societies as well as to establish long-lasting professional relationships,broaden horizons and promote multicultural values.Through this project, long-term, open access and state-of-the-art digital outputs will be developed and opened for access for everyone.The eBook will be freely and easily available for everybody interested to download, to write comments, to give reviews and to add new content.In addition, the MOOC produced within the scope of the project will be a permanent course on a virtual platform (Anadolu University’s Akadema).In the long term, we expect the main outputs of the project to be disseminated and be part of curricula in European countries. It is also expected that they are part of the teachertraining course at universities.

European countries have fulfilled the right to education, reaffirmed in many declarations, making education available, accessible, acceptable and adaptable. But it is not enough. Education plays a key role in determining how we spend our adult life and it has been proved that an individual’s level of education directly correlates to future quality of life. Consequently, there is a need for schools and education systems to focus on equity, as a measure of achievement, fairness and opportunity to ensure that personal characteristics are compensated and everyone can attain the same type of healthy lifestyle. School stakeholders have a key role to enhance equity in education and school autonomy is a drive for school quality. By enabling schools to combine equity and quality, all children are given opportunities for a good quality education. These reasons let us set the aim of this project: To empower schools to enhance and assess equity, and the following specific objectives: -To develop school practices that enhance equity in education -To create a framework to assess equity in schools -To empower school heads to lead school changes that increase equity in their schools -To promote awareness and collaboration in school communities to enhance school equity In a European project, it is important to generate and share new knowledge collaboratively; this is why we have created a partnership with different stakeholders: schools, universities and educational authorities, from five different countries with different schools systems and different school autonomy traditions. The partnership is formed by nine institutions from Belgium, Italy, Romania, Spain and the United Kingdom. The coordinator of the project is the General Inspectorate of Education in Catalonia, a regional educational authority, which supervises and evaluates equity in schools. In terms of educational authorities with similar competencies, we have as partners, the Evaluation Council of the Education System in Catalonia, the Ufficio Scolastico Regionale per la Lombardia, the Inspectorate of Education in Sibiu and Scholengroep Brussel, a school group with administrative power. With also count with Istituto Casati and Institut El Calamot, two secondary schools that along with some schools from Scholengroep Brussel have successfully tackled equity with good practices. Finally, the Welsh Centre for Equity in Education and the Lucian Blaga University of Sibiu have expert knowledge on equity in education and are essential to set theoretical frameworks and publish good quality materials. The target participants of the project are students, school leaders, university researches and educational stakeholders. They all have participated in different activities. We have applied action research and reflective practice methodologies and we have used teamwork as an organizational strategy. which have brought the following results: The project has had the following results:-103 staff mobilities in four transnational meetings-34 staff participants in one international training activity-More than 500 school heads and educational stakeholders in multiplier events-5 papers on school equity published in academic journals and international conferences on education-35 recordings and descriptions of school equity best practices-More than 200 school engaged in assessing school equity-More than 50 school heads trained in school equity-6 newsletters in 6 languages sent to more than 5000 educational stakeholdersApart from these results, we have produced 4 intellectual outputs: -Framework and methodological guide on equity-Digital tools to evaluate school equity (interactive rubric and indicators software package)-Training course for school heads on equity in education-Academic portal on equity in education with academic papers (written by project staff), best practices recordings and bibliography.Some intangible results are: -School heads have been empowered to deal with equity in their schools due to professional development course and the availability of tools to evaluate equity -All stakeholders have become more aware of the importance of equity in education due to the availability of the project’s intellectual outputs and the planned dissemination activities: school leaders meetings and multiplier events -All the staff in the project institutions have increased their knowledge and expertise on school equity thanks to their participation in the project We also expect a very important long-term outcome, which is an increase of the number of schools that evaluate equity and implement good school equity practices within the project's area of influence, thanks to the availability of all the products developed in the project in different open platforms, which will also ensure the longer term benefits of it.

The current project, coordinated by CIPFP La Costera and originated in a previous KA 2 project, has as its ultimate goal the promotion of the Erasmobility platform. Our main purpose is to help vocational training centers develop mobilities in the field of KA1 projects together with other European counterpart centers.The expected results at the end of the project are:1. At the computer level:- Adapt the platform to the different sensitivities of the member countries.- Adapt the platform to mobility consortia.- Include in the mobility students who are in danger of social exclusion.- Make improvements on the page so that it is accessible from mobile phones and tablets.2. Development of a user guide that helps centres face the initial challenges posed by exchanges.3. A comparative study of the different systems of professional training of the partners involved in the project.The need to reapply for a new project is justified by:1. Helping to increase the number of non-Spanish centres registered on the Platform. At the time of writing these lines, the project has 692 centers, of which 400 are Spanish. This means the platform is not understood outside Spain.2. 94.4% of the registered centers consider it basic to have someone to guide them in the search process since many of them are involved in the KA102 projects for the first time. It is therefore necessary to prepare a guide that serves as an orientation to the centers that start taking part in the exchange.3. And, finally, this project is a perfect tool to be able to deal with one of the problems that all the KA1 mobilities face, i.e. to be able to offer accommodation in families, which entails a true cultural integration.We have based the selection of project partners on the objectives to be met.Vocational training centers: The former partners of the KA202 project . Barthélémy Thimonnier High School, CollegesWales.and new Osterholz-Scharmbeck BBS centersScholengroep Brussel from Belgium, Colegiul Alexe Marin from Romania, IEK-AXIA from Greece.Companies: LINGOO is our support in the management of families.The project has a duration of 27 months and is structured in three phases:Phase A: December 2019 to November 2020: New sections and improvement of the Erasmobility Platform.Phase B: December 2020 to September 2021: Material and teaching resources to improve, enrich and facilitate mobility.Phase C: October 2021 to January 2022: Dissemination processAs for the modality of cooperation between the partners, the following way of work has been planned:Each partner must prepare a draft in which it will propose to the transnational meetings a series of personal ideas in a number of issues: improvements that the platform may need, creation of their own monitoring tools to assess the quality of the project, development of the planned teaching activities, support for the sustainability of the Erasmobility platformBased on these drafts, the partners, throughout the various transnational meetings, will develop a consensus document for the subsequent execution of each subject in the scheduled time.All the meetings and transnational activities have been distributed among all the members that make up the project.To be able to control that the planned activities have been fulfilled, a self-evaluation and follow-up plan has been arranged. This plan is structured on the basis of objectives, deadlines and people responsible for coordination and assessment.The main means of communication with the partners, apart from the six planned transnational meetings, will be:Through the Dropbox folder that has already been enabled.With a group of whats'app that we use for emergency situations.We do not rule out bilateral meetings between the coordinating partner and the other partners to discuss issues of cooperation in the field of dissemination and other key aspects.Before transnational meetings, telematic meetings will take place in order to ensure the coordination of all partnersThe main beneficiaries of this project are not only the participating institutions, but also the vocational training centers in the countries of the participating partners at a local, regional and national level.