As an antitheses presents two allegorical realities defying each other, the project “Make jewels, not war!” intends to associate vocational teaching (“make jewels,”) to a type of learning where the notion of citizenship is central (“not war!”). Beyond the obvious “living together” part, this partnership commits to “making together” for three years, and claims that the european foundations are fundamental and that diversity helps each person to evolve and develop. Five partner schools, in five different European countries, share a jewellery vocational training and the will to engage their students into pedagogical projects. The anxiety towards cultural, technological and heritage differences that can be found at the heart of the european territory and throughout learning the same profession, turns out to be a powerful wealth to support the pedagogical innovations and the educational policy set in our institutions. As a roundabout slogan, enhancing the value of both the professional knowledge and citizenship, the project “Make jewels, not war!” highlights the will to build a common pedagogical, historical and european training, through the social and cultural role of a jewel. Along the three years of our partnership, we will lean on three sociological orientations a jewel may convey : 1) The first year will be used to sensitise everyone to the jewel as witness of the past, a heritage of our civilisations, having commemorative, holy, patrimonial, or reliquary functions. 2) During the second year, the jewel will be part of the present, in a more symbolical way, a more activist and collaborative function of the jewel, seeing it as an object that can convey a message. 3) The third year offers the jewel a world full of possibilities, a plural symbol that places aesthetic and expression side by side, a social world where the jewel is a talisman full of protecting virtues but also bearing a legitimate humanist epilogue that should be built around common values of commitment and european citizenship. As the metaphor of our pedagogical ambitions, the project “Make jewels, not war!” is forged in the plural every year through four different activities within each school : a) “research” / the objective is to note and recognise the identity and diversity landmarks of professional and cultural situations through local ressources and partner ressources, in order to prepare crafting the creative projects. b) “create” / the objective is to develop a creative project, taking the added wealth of diversity and singularity into account, according to an agenda promoting creativity and the links made between learning and citizenship. c) “telling” / the objective is to report through writing and analysing professional experiences, to convey ideas made richer through the contact with partners, but also through the testimony of those accompanying the project, parents, professionals and coordinators of each country. d) “showing” to others / the objective is to present and promote the concrete objects, as temporary and definitive results of european creations of each academic year, a collection of jewel, itinerary and collective exhibitions, editing school journals and books revealing testimonies and pictures of jewellery making. Proclaiming its pedagogical priority of promoting social inclusion, the project “Make jewels, not war!” intends to spark new learning processes for the teams committed to the partnership. A relevant dissemination of the result will be sought through exhibiting and publishing our production and opening our pedagogical horizons towards the most fragile students possibly presenting signs of school dropout and thus most vulnerable in their future professional insertion.

The frequent incidence of pseudo-scientific information, conspiracy theories, and “alternative” facts in media is a new reality. Despite a modern raised level of education and standard of living, the number of people, adopting beliefs that are patently at odds with observable reality and scientific evidence, is a growing concern. This kind of alienation from “objectivity” or “truth” may be related to the people’s inability to sort evidence-based information from an unjustified opinion because of the enormously increased volume of information, but also of poor media or science literacy itself. Unfortunately, most (science) teachers lack skills to tackle socially acute science related issues susceptible to controversies and social escalation in the classroom, many of which raised by students in the context of health. Teaching complex problems and the development of key competences may require more knowledge and skills from teachers than has been “normally” needed for teaching a single subject. This obstacle may be, actually, overcome through the close collaboration between different types of teachers (teachers of different subjects, school levels, school types - GE, VET, HE). The need to promote such collaboration is also emphasised in different educational strategies, although the current collaboration remains rather modest. Therefore, the main aim of this project is to create a relevant model for implementing EVIDENCE methodology, together with respective teaching-learning materials, that will contribute to the development of students’ key competences, such as literacy, science, media, digital, and citizenship competence of both GE and VET schools, while addressing socially acute and sensitive science related issues within the context of medicine, healthcare, and the environment more generally. Also, by this approach, including a number of challenging and innovative learning activities such as mythbusting, data digital visualisation, role-plays, debates, etc., it is hoped to make science learning more motivating and personally meaningful for diverse groups of students - those who are interested in science, and also those with a lack of interest and low academic achievement who can be seen as potential school leavers. All learning materials (6 modules, each addressing a separate controversial topic supported amongst the other materials by video scenarios and video tutorials) are created in an interactive manner on an innovative Fachwerk platform. The development of materials, executed through several workshops, is based on an instructional design model consisting of pre-production, production, and post-production. The first includes needs, tasks, learner, and goal analyses while in the production phase, the final design will be developed, and all the necessary components for its completion will be created and integrated through a use of rapid prototyping and recurrent evaluation. In the post-production phase, the finished product will be made ready to those who are going to use it. Anticipated impact: •Improvement of both, GE and VET students’ (age group 15-18) motivation to learn science, raised key competences, and readiness to make personally and socially responsible and well-considered health related decisions, which in a wider perspective, will contribute to the improved general societal wellbeing in project countries or in a region.•Raised skills of students in using creatively digital visualisation techniques to communicate with other people, which, amongst the other key competences being essential for 21st century workforce, will lead to their better employability.•Improved teacher performance, self-efficacy, and motivation of GE, VET and HE teachers and a demonstration of practice that will competently address socially sensitive and controversial science-related issues; improvement of skills for using digital tools, and raised effectiveness to develop students’ key competences in classroom. •Improved collaboration between teachers and educators of different types of educational institutions (GE, VET, HE) may give a further impetus to the development of educational models enabling flexible learning pathways between GE, VET, and HE institutions operationalising, thereby, the idea of “seamless” education in partner countries.•Students’ raised ability to recognise demagogy and information lacking evidence, and their ability to create well-considered and argumented decisions as citizens, will lead our society towards a more balanced and sustainable direction.•Through the dissemination of project ideas and results to a wider community of teachers, teacher educators, science education researchers, and educational policy makers, it is hoped to initiate a wider European discourse on the “post-truth” challenges for education.

“A travelling jewel” is a project gathering five partner schools. These six schools are from five European States and share a common vocational training linked to jewellery techniques and the art of jewellery design. Their goal is to involve as many students as possible in a project pedagogically relevant. Considering today’s European identity and territory, we consider it impossible not to embrace the diversity of techniques and ways in learning the same profession. Our travelling jewel can be seen as a ring, but it is foremost a symbolical circular object expressing the union and solidarity of an alliance. the educational policy in our institutions becomes richer from this alliance through our differences and togetherness thanks to the numerous pedagogical tools and innovations that we create.“A travelling jewel” conveys our will of going on a pedagogical journey together through time and space. Over the course of the three years of our partnership, we thus suggested to orientate the project first on the past, then on the present and finally on the future :a) During the first year, each country focus on its territory and discover and analyse its own heritage, be it natural, industrial, mineral, cultural or artistic. We want to respect traditional and empirical techniques that founded the craft as well as integrate our cultural heritage. Sharing them with our partners was our way to sensitize them to our way of doing things and of thinking.b) During the second year, the project was integrated into the present time and focus on raising our political, cultural, social and ecological awareness. We did this by discovering and using materials and techniques seen and experienced when meeting the other culture in another country thanks to the project mobility between schools.c) The third year develop the project into the jewel of future time. During that last year, the focus was on the desire of innovation and exchange between schools around common values such as commitment and european citizenship.The pluridisciplinarity and transversality is obvious throughout each year : 1) First, the students did research on their own heritage and then discover their partners’ heritage.2) Secondly, they were creating jewels by using what they learnt both from their own cultural heritage or by what they discovered from their partners.3) Thirdly, Students wrote and distributed their experience in the school newspaper, on the web, on social networks, ...4) And finally, the pinnacle of our partnership was a yearly travelling exhibition presenting the “travelling jewels” created by students from the five schools.The project “a travelling jewel” is meant to trigger new ways of learning for all the teams involved in the partnership, it also disseminated the result in a relevant way via the exhibited and published products. Most importantly, it opened and sensitized the pedagogical horizons of our schools towards the most fragile students, those who are most susceptible to drop out or vulnerable when it comes to occupational integration.

"We are alchemists. The world and Europe are opened to diversity, difference and innovation. This world has acquired a globalized space which shelters assemblages of inspirations, but also sometimes merciless confrontations with the weakest in Europe or the emerging countries of other continents. Facing these changes, each country frees itself from new areas of production and consumption, each society opens unknown territories and invests with codes, precepts and resolutions, each school is moving in an unprecedented mutation, to express professional but also citizen learnings in this new technological, economic, cultural and ethical environment. No one can reasonably live with conservative, bloodless and compartmentalized approaches. The changes that Europe and the planet are experiencing are in fact permeable to the educational processes in each of our countries.We all are alchemists, from Belgium, Spain, Italy, Latvia, Portugal, or France. Six partner schools around a common jewelry training which, by sharing their cultural and professional histories, have an obvious collective wealth, their own chemistry! Six schools in search of a new educational horizon. As we are convinced. The European diversities must in an opportune and salutary way, initiate crossbreeding and transformations like this alchemical metaphor, which aspires to change ""lead into gold"", a rough stone into a polished one, raw material into jewel, the blank page in writings, ignorance and bigotry in openness and tolerance...We all are alchemists, children of the European currency. Our collective project, through this partnership, will seek during two years in the diversity of our 6 schools to enrich each of them with this openness to cultures, heritage and stories of each. Four activity paths will forge each school year: (1) EXPLORATIONS / Collective expeditions in search of raw, alternative or heritage materials in his own country or in a partner’s one, (2) INTERBREEDING / Creations of jewelry that use the research of explorations by borrowing traditional, alternative or recycling techniques, (3) WRITINGS / Writing workshops able to transmit the experiences lived collectively during the project but also in a collaborative way to produce editions, catalogs and graphic plates, (4) EXHIBITIONS / Retrospectives of the jewels created during the year under the form of a real traveling exhibition across Europe in our 6 countries, scenography of transmission and spread of the project itself...We are alchemists, because through these expected results, the urgency in terms of impact is for our team to strengthen for all our students both the fundamental knowledge, the professional skills, the innovation and the creativity, but also citizen skills, without which learning would be futile and sterile. We are alchemists, because our path aims to be ethical in the daily life of the jeweler's profession, both on the respect of environmental standards and on working conditions in Europe and on the planet. Ethics, as a collective learning of rules to be built so as not to accept the unacceptable. The environmental challenges are immense. Populism and selfishness require everyone to assert a democratic conviction and to move towards civic commitments. What better field than school and European openness for this kind of learning!"